
Class ~ Z 5 6> 
Book J i1 11 
Copyright N° 

COPYRIGHT DEPOSITS 



Copyright 1904 by Alfred Day 



Copyright 1913 by Bertha H. Bierbrier 



ftO t 



PENTON PRESS, 
® CI. A 3 5 1 3 8 Cleveland, O. 



DAY'S STANDARD 
SHORTHAND 



A PHONETIC AND JOINED VOWEL SYSTEM OF SHORTHAND 

SO ARRANGED THAT ANY NUMBER OF VOWELS CAN 

BE OMITTED AT THE OPTION OF THE WRITER 



Unequalled Speed with Legibility 



FOR SELF INSTRUCTION AND FOR USE IN 
SCHOOLS AND COLLEGES 



ALFRED DAY 



Author of "Aid to Graham," "Complete Shorthand Manual," "Shorthand 

Copy Book," "Day's Modern Shorthand," ''Method of Learning the 

Word Signs," "Student's Assistant," "Lesson Sheets," "Day's 

Dictation Book," "Day's Shorthand Course by Mail," 

"Shorthand Dictionary," etc., teacher and reporter 

of thirty-nine years' experience. 



Published by Bertha H. Bierbrier 

CLEVELAND, O. 

1913. 




PROFESSOR ALFRED DAY 



PREFACE TO REVISED EDITION 

The author of this revision of DAY'S STANDARD 
SHORTHAND was for many years prior and up to the time 
of the death of Professor Day, his assistant principal in the 
Day's School of Shorthand, of Cleveland, Ohio, and his con- 
stant helper, not only in teaching pupils, but in arranging les- 
sons and methods and attending to all matters connected with 
the school, and, in teaching from his book with him from day 
to day, noticed and reflected upon certain things wherein 
improvements might be made in the book, and since his death 
she has continued in the management of the school and has 
rewritten the book, making various changes in the contents 
and arrangement of the lessons and simplifying the work of 
learning the principles, increasing the number of lessons but 
decreasing correspondingly the number of principles in each 
lesson and doing away with dots and dashes to designate 
vowels and diphthongs, but using position at once instead. 
The writing of the initial loop on straight lines to express 
k 'ex" is also changed to "es". The number of questions have 
been materially decreased and sentences are presented at the 
earliest possible moment, thus relieving the student from the 
drudgery of learning the principles from the writing of sep- 
arate words only. 

There has been some cutting down and simplifying of 
word signs, and- aids and suggestions are presented, making 
the work of the student easy and plain and supplying him 
with encouragement and inspiration. The object kept con- 
stantly in view has been to simplify the teaching and the 
learning of this system. 

This book preserves and presents DAY'S STANDARD 
SYSTEM OF SHORTHAND with only such changes as our 
experience in teaching together has indicated to be improve- 
ments. So I have prepared and publish this revision with 
the concurrence of Mary E. Day, widow and only heir of 
Alfred Day. I also publish a Budget of Writing Exercises 
which may be used with much advantage in connection with 
the text book. 

Bertha H. Bierbrier. 

Cleveland, Ohio, May, 1913. 



THE PREFACE TO THE FIRST EDITION. 

There are practically but two systems of shorthand in 
general use today: the Pitmanic, with its disjointed dots and 
clashes to represent vowels, and which are seldom expressed, 
and the more modern system of joined vowels. 

There are many authors of the former, or rather those 
who have made some change or slight modification of the orig- 
inal Isaac Pitman system, among them being Ben Pitman, 
Graham, Munson, Longley, Osgoodby, Burnz, Dement, Barnes, 
Moran, Brown, Torrey, Stein, Davis, Searcy, Day (the author's 
Complete Shorthand Manual), and several others. The only 
claim that these authors can consistently make is in the arrange- 
ment of the text-book, a few modifications and additional lists 
of word-signs. As a text-book some are better than others by 
reason of the manner in which the principles are presented. 

The system of disjointed vowels, compared with that of 
joined, is more generally used at the present time for the 
reason that it has been before the public longer, but the latter 
is rapidly gaining in numbers, and by reason of the constant 
improvements that are being made, its greater legibility, time 
required to learn the principles and attain sufficient speed for 
reporting purposes, it is being introduced into hundreds of 
schools formerly using some one of the Pitmanic systems. 

Among the authors of joined vowels are the following: 
Malone, Paterson, Pernin, Gregg and Mosher : the alphabet 
of the first tw r o are the same, also the last two ; Pernin uses 
vertical and left oblique strokes, and all are light line systems. 
Unlike the Pitmanic systems, the authors of joined vowels 
are not all agreed as to the alphabet, either as to consonants 
or vow r els, or the abbreviating principles which are essential 
and necessary in every system. 

At first it was claimed that one slope, one position, and 
light lines to represent the consonants was the best, was the 
view taken by the author, and upon this principle published 
his New American Shorthand, a very satisfactory work, as 
proven by the result in the classroom. About this time we 
began to test the correctness of the principle that a double 
length stroke to express a letter could be more easily and 
quickly written than by making that letter half its former length 
and shaded. It was quickly demonstrated that a shaded 
stroke was more quickly written and we discarded that princi- 
ple and distinguished the pairs of consonants by shaded lines ; 
this also gave opportunity for positional writing, thus greatly 

VI 



increasing- legibility and speed by reason of an additional 
number of "consonant diphthongs", as well as an increase in 
the number of word-signs readily distinguished by position. 

To make this change necessitated the bringing out of a new 
text-book, and which we named Day's Modern Shorthand, 
a book which could have been properly designated as a revision 
of the New American. No attempt was made to bring either 
of the books before the public, either by advertising or other- 
wise ; being used exclusively in the author's own school. The 
result was gratifying beyond anything we had anticipated, and 
we were led to investigate still further along the line of addi- 
tional abbreviating principles for the attainment of speed and 
legibility, the result of the investigation w r as the method of 
expressing double consonants, consonants and vowels, and an 
increase in the number of syllables, all of which can be written 
w r ith one movement of the pen, and presented in the author's 
new work, Day's Standard Shorthand. 

Distinguishing the position of words by the first vowel, 
and writing words of one and two consonants, or longer words 
of longer outlines by w r ell defined rules, makes the system as 
legible as longhand. The vowels need not necessarily be writ- 
ten; this is left entirely with the writer, vowels being inserted 
only when legibility would seem to require or easier joinings 
secured. 

The method of learning the word-signs was never before 
presented in any text-book on shorthand, making this part 
of the student's work a mere pleasure instead of a task to be 
dreaded. 

The nomenclature following each illustrative word and 
word-sign is a great help in quickly fixing in mind the outline. 

We do not claim to be the author of the only system of 
joining vowels, but we do claim that we have made the best 
use of shorthand material, presenting a system that is the most 
easily written, most quickly learned, most legible, and meets 
all the demands of the amanuensists, law, and general reporter. 

The writer's thirty years' experience as author and teacher 
of a Pitmanic system of shorthand, and twelve as author, 
investigator, and teacher of the more modern system of joined 
vowels, feels justified in saying that the pupil who cannot learn 
the art to a practicing proficiency from the Manual of Day's 
Shorthand, will find his vocation lying along some other line 
than that of shorthand. Alfred Day. 

Cleveland, O., December, 1904. 

VII 



CONTENTS 



Preface to the Revised Edition 
Preface to the Old Edition 

page 
ALPHABET 

FIRST LESSON:— 

The Consonants 1 

Consonant Diagraphs 3 

Budget of Writing Exercises 3 

Method of Learning the Consonants 3 

Review Questions 5 

SECOND LESSON:— 

First Position Vowels 6 

Manner of Learning the Vowels 6 

Method of Joining the Circle Vowels to Straight Line Consonants 7 

Circle Vowels on Curved Consonants 7 

Reading Exercise 9 

Writing Exercise 9 

Review Questions 10 

THIRD LESSON:— 

Second Position Vowels 11 

Manner of Learning the Vowels 11 

Method of Joining the Second-Position Vowels 12 

Size of Circles and Hooks 12 

Reading Exercise 13 

Writing Exercise 13 

Review Questions 13 

FOURTH LESSON:— 

Third Position Vowels — Diphthongs 15 

Manner of Learning the Vowels 15 

Method of Joining the Third-Position Vowels 16 

Reading Exercise 16 

Diphthongs 16 

Reading Exercise IS 

Writing Exercise 19 

Review Questions 19 

FIFTH LESSON:— 

Consonant Word-Signs 21 

Nomenclature 21 

Easy Method of Learning the Signs 23 

Number of Word-Signs and Words Represented by the Consonant Signs . 24 

Consonant Word-Signs \ . 25 

Writing Exercise 26 

Review Questions 27 

VI II 



CONTENTS 

SIXTH LESSON:— page 

Special Word-Signs 28 

Dot Signs 28 

Dash Signs > 28 

Semicircle Word-Signs 29 

Method of Learning the Signs 29 

Writing Exercise 30 

Review Questions 31 

SEVENTH LESSON:— 

Sentence Writing, Punctuation Marks, Proper Names, Plural Number, 

Possessive Case 32 

Reading Exercise 33 

Writing Exercise 34 

Review Questions 34 

EIGHTH LESSON:— 

W T ords of Two Consonants With Circle Vowels 35 

Circle Vowels Between Consonants 35 

Rules for Writing S ; 36 

Position of Words of Two Consonants 37 

Reading Exercise 39 

Writing Exercise 40 

Review Questions 40 

NINTH LESSON:— 

W T ords of Two Consonants With Semicircle Vowels 42 

Position of Words of Two Consonants with Diphthongs, Semicircle or 

Hook Vowels 43 

Position of Words of Three Consonants 44 

Position of Words of Four or More Consonants 44 

Reading Exercise 45 

Writing Exercise 46 

Review Questions 46 

TENTH LESSON:— 

W'ord-Signs of Two Consonants 48 

The Method of Learning the Signs 48 

Reading Exercise 52 

Writing Exercise 52 

Review Questions 53 

ELEVENTH LESSON:— 

Prefixes, Con, Com, Cog, Coun, Accom, Initial S Combined with Vowels . 54 

Initials 55 

Numbers 5o 

Initial S Combined with Vowels 56 

Reading Exercise 57 

Writing Exercise 58 

Review Questions 58 

IX 



CONTENTS 

TWELFTH LESSON.— page 

Final T. and Combined with Vowels 59 

Final Hook Vowels on the Reverse Side of Straight Consonants with No- 
menclature 60 

Final Circle Vowels on Curved Consonants Made into a Loop 60 

Final Hook Vowels on Curved Consonants Ending in a Dot 60 

Reading Exercise 63 

Writing Exercise 64 

Review Questions 64 

THIRTEENTH LESSON:— 

Phrase Writing 65 

Method of Learning the Phrase-Signs 65 

A Short List of Phrase-Signs 68 

Writing Exercise 69 

Reading Exercise 70 

Review Questions 71 

FOURTEENTH LESSON:— 

Lengthening 72 

Reading Exercise 75 

Writing Exercise 76 

Review Questions 76 

FIFTEENTH LESSON:— 

Word-Signs of One Consonant Stroke with Vowels and Lengthened Con- 
sonant Word-Signs 78 

Notes on the Word-Signs 79 

Word-Signs of One Consonant Stroke with Vowels, Including Lengthened 

Consonants 80 

Reading Exercise 82 

Writing Exercise 83 

Review- Questions 84 

SIXTEENTH LESSON:— 

Shortening — Phrase-Signs 85 

Short List of Words Written in Full 86 

Special Phrase-Signs 87 

Position of I, We, You when Joined to Did, Do, Had 88 

Reading Exercise 90 

Writing Exercise 91 

Review Questions 91 

SEVENTEENTH LESSON:— 

Light Consonants Shaded, Shaded and Light Ticks, Phrase-Signs 93 

R and L Shaded to Add T and D 93 

Shaded and Light Ticks 94 

The Shaded Slanting Tick 95 

Vertical Shaded Tick 95 

Slanting and Vertical Ticks Lengthened 96 

X 



CONTENTS 

PAGE 

Light Ticks for Pre and Pro 96 

Special Phrase-Signs 96 

Omission of Words — Yarient Forms ' 97 

List of Special Phrase-Signs 98 

Reading Exercise 99 

Writing Exercise 100 

Review Questions 100 

EIGHTEENTH LESSON:— 

List of Word-Signs Consisting of Shaded Consonants and Shaded Ticks. . 101 

Shaded Consonants Word-Signs , 10*2 

Word-Signs of Shaded Consonants with Shaded Ticks Joined 103 

Reading Exercise 103 

Writing Exercise 104 

NINETEENTH LESSON:— 

Combined Consonants 106 

Combined Consonants NT, MT, ND, AID 106 

Combined Consonants TN, DN, TM, DM 107 

Reading Exercise 109 

Writing Exercise 110 

Review Questions Ill 

TWENTIETH LESSON:— 

Combined Consonant W T ord-Signs — Phrase-Writing 112 

Word-Signs Easily Learned 112 

Notes on the Word-Signs 112 

Combined Consonant Word-Signs 113 

Notes on the Phrase-Signs 116 

Reading Exercise 118 

Writing Exercise 119 

TWENTY-FIRST LESSON:— 

Prefixes 120 

Al and Or 120 

Phrase-Signs 122 

List of Frequently Recurring Phrase-Signs 123 

Reading Exercise 125 

Writing Exercise 125 

Review Questions 126 

TWENTY-SECOND LESSON:— 

Disjoined Prefixes 127 

Initial Syllables Preceding the Prefix Signs 132 

Word-Signs Used for Prefixes 132 

Reading Exercise 132 

Writing Exercise 134 

Review Questions 134 

XI 



CONTENTS 

TWENTY-THIRD LESSON:— PAGE 

Suffixes 136 

Reading Exercise : 143 

Writing Exercise 145 

Review Questions 145 

TWENTY-FOURTH LESSON:— 

Commercial Word-Signs 147 

Notes on the Word-Signs 147 

Reading Exercise 156 

Writing Exercise 157 

TWENTY-FIFTH LESSON:— 

Omission of Vowels — Omission of Consonants 159 

Abbreviating Words in General 162 

Reading Exercise 162 

Review Questions 165 



XII 



CONSONANTS 



Shorthand 

Sign Letter 



T 
D 
N 
M 



/ 

I 



J 

CH 
SH 

P 
B 
R 



Shorthand 
Sign 

r 


Letter 
F 


r 


V 


y 


K 


j 


G 


roR j 


S 


) 


z 


( 


TH 


C 


KG 


V_ 


W 


^ 


Y 



XIV 



FIRST LESSON 



THE CONSONANTS 

1. The First Thing to Do.— The first thing you 
have to do is to read the lesson over very carefully; 
this will give you a general idea of the lesson, after 
which you must study each numbered section. This 
does not mean that you are to commit the section to 
memory, word for word, but the ideas contained in 
the section must be studied until you can give the 
substance of each in your own language, not neces- 
sarily the exact language of the book. 

2. The Second Thing You Have to Do. — In taking 
up the study of Shorthand the second thing you 
have to do is to learn the Consonants, and this, your 
first real work, must be done thoroughly; it must not 
be slighted in any particular. The Consonants only 
are presented in this lesson; the Vowels in subse- 
quent lessons. 5Tou will notice that the letters are 
not presented in the order of the common alphabet, 
but in that order which experience has shown to be 
the best; the straight line consonants being pre- 
sented first, and then the curves. 

3. Consonants are of Three Lengths. — The conso- 
nants are of three lengths, as follows: D, M, B, L, 
are called the four long letters, S the short one, H 
the dot; the balance of the letters are designated as 
full-length. 

4. Horizontal Letters. — The horizontal letters are 
T, D, P, B, R, L, and are written from left to righ* 



DAY'S STANDARD SHORTHAND 

5. N and M. — N and M are called the up-stroke 
letters and are always written upward from the line 
of writing. The balance of the letters, with the ex- 
ception of the horizontals, are written downward. 

6. The Shaded Letters. — The shaded letters are J, 
V, G, Z, NG, the curved ones being shaded in the 
middle only, as shown in copy. 

7. Vertical Letters.— The signs for SH, Z and TH 

are the only vertical letters, and care should be taken 
to write them "straight up and down," not slanting. 

8. Left Oblique Letters.— W, Y, NG are called the 
left oblique or the back-hand letters. 

9. S. — S is represented by two signs, very short 
curves, written downward; the one that is written 
by moving the pen to the left is called the left-hand 
S, the one by moving the pen to the right the right- 
hand S. In writing words we do not use both signs 
for S, only the one that is joined most conveniently 
to the letter preceding or following it. 

10. G. — The sign for G represents the hard sound 
of that letter, as G in get and go; the soft sound of 
G is that of J, as G in gem. 

11. The Hard Sound of SH and TH.— The distin- 
guishing of the hard sound of SH, as si in vision, 
and that of TH in they, by giving these sounds a 
separate sign, is unnecessary, and they have been 
omitted from the list of consonants, the former being 
represented bySH and the latter TH. No trouble will 
ever be experienced in determining which sound of 
of these letters these signs represent. 

12. C, Q and X.— The letters C, Q and X, in the 

common alphabet, are not recognized in the phonetic 
(by sound) systems of shorthand as separate letters, 
except when used as initials; O representing the 



FIRST LESSON 3 

sound of S for C in cent, and that of K for C in cat; 
Q the sound of K for Q in quick; X the sound of 
KS for X in extra. 

13. Consonant Digraphs* — The consonant di- 
graphs CH, SH, TH, NGr, although letters represent- 
ing but a single sound, are named as two letters, the 
same as in common print. 

Budget of Writing Exercises* — All the writing ex- 
ercises are on separate sheets enclosed in an envelope 
marked, " Budget of Writing Exercises." The 
Budget is considered a part of the text-book and 
must always be used in connection with it. 

14. Method of Learning the Consonants. — The 

method of learning the consonants as outlined below 
is a very simple and easy method, enabling the pupil 
to learn the signs in the shortest possible time. 

The first three pages of the two separate sheets 
prepared for the first lesson, presents the alphabet 
in caps, and above the printed letter the shorthand 
sign in light pink. 

Trace over these shorthand signs with black ink, 
just exactly as they are given, noting carefully the 
light and shaded lines, and at the time of writing the 
sign name the letter; thus, T, D, N, M, J, CH, etc. 

The second and third pages present the alphabet 
not in its regular order, but "mixed up." The 
fourth page presents the alphabet " mixed up," 
but the printed letters only are given, the learner 
being required to write the proper shorthand sign 
on the dotted line above the printed letter. The 
naming of the letter every time it is written must 
not be neglected. 



4 DAY'S STANDARD SHORTHAND 

15. Further Practice. — After the learner has filled 
in the sheets as directed, the signs should have be- 
come fixed in mind and every letter written without 
hesitation, if he has done his work as thoroughly as 
he ought and as directed. He must now continue 
his practice, using his note book for this purpose, 
until the alphabet can be neatly and correctly 
written, from dictation, in thirty seconds. 

16. Note Books. — All the exercises and all your 
shorthand should be written with a pen until you 
can write fifty w 7 ords a minute, after which a 
suitable pencil may be used. The note books should 
be made of the best quality of paper, and in form 
those that open from you. 

To the Learner. — Shorthand has been compared to 
a man building a house. The first thing he does is 
to lay the foundation, then he gets the material to- 
gether and builds the house upon the foundation, 
which, if built upon the sands will fall when the 
rains come and the w T inds blow. So it is with short- 
hand; the foundation, the alphabet, must be firmly 
laid, the signs learned perfectly, the principles pre- 
sented in each subsequent lesson being simply the 
material to build shorthand, but even these will fail 
you if you have neglected the foundation. 

If you lack the patience to master this first lesson 
according to the directions given, you may then 
safely conclude that your work lies along some other 
line than that of shorthand, but, having a desire to 
learn, and possessing patience, perseverance, and a 
large stock of good, hard, every day common sense, 
you will succeed and become a competent stenog- 
rapher, while others, who may be considered 
"smart." but lacking these qualifications, will fall by 
the wayside. 



FIRST LESSON 5 

Remark. — Until the learner can give appropriate 
answers to the questions in the lesson he is studying 
it is evident that he does not understand the princi- 
ples presented, and should not permit himself, nor 
be permitted by the teacher, to proceed to the next 
lesson until he is able to answer every question, cor- 
rectly read and readily write the exercises in the one 
he is learning. 



Questions for Review — First Lesson 
(1) What is the first thing you have to do? (2) The second 
thing? What is presented in this lesson? (3) Name the four long 
consonants. (4) Name the horozontal consonants. (5) What two 
consonants are always written upward? (6) Name the shaded 
letters? (7) Name the three vertical letters. (8) Name the three 
left oblique letters. (9) What letter has two signs to represent it? 
What is the name of the letter S which is written to the left? The 
name of the one written to the right? (10) Does the sign for G 
represent the hard or soft sound of that letter? (11) Is it necessary 
to have a sign to distinguish the hard from the soft sound of SH and 
TH? (12) What three consonants are not used in shorthand? 
Phonetic means what? Ans. — Writing by sound. (13) Name the 
three digraghs. 



SECOND LESSON 



FIRST-POSITION VOWELS 

17. Number of Vowels and Diphthongs. — There 
are, in every system of phonetic shorthand, twelve 
vowels and four diphthongs; six of the vowels are 
long and six are short. 

18. Vowel Signs. — The signs representing the 
vowel sounds are large and small circles, large and 
small semicircles. 

19. Vowel Sounds of First-Position Vowels. — The 

sounds which the signs of the first-position vowels 
represent are indicated by the italic letter or letters 
in the illustrative words below. 

20. FIRST-POSITION VOWELS 

Long O E, ee as in eel Long C AW, aw as in a. c w\ 

Short O i, i as in ft Short C o, o as in odd 

21. Manner of Learning the Vowels. — The sounds 
represented by these circle and semicircle signs are 
easily learned by pronouncing the key word, care- 
fully noting the first vowel sound in each; then pro- 
nounce as much of the word as is indicated by the 
italic letter or letters and the proper sound of the 
shotrhand vowel will be heard. 

22. Fixing in Mind the Sounds and Signs for the 

Vowels. — At the time of repeating the vowel sound 
you must fix in mind not only the shorthand sign 



SECOND LESSON 7 

representing the vowel sound, but the Roman letter 
or letters which represent the shorthand sign. The 
two signs representing the vowel sound, the short- 
hand sign and printed letter, must be learned per- 
fectly so that the instant you see either sign — the 
shorthand or printed letter — you can give the proper 
sound, and the instant you hear the sound you can 
picture in the mind the proper sign for the sound 
and the position to which it belongs, 

23. Words Written as Pronounced. — In writing 
shorthand no silent letters are used, w T ords being 
written precisely as they are pronounced; thus, ate 
is written as though it were spelled a-t (long a); 
dough, as if it were spelled d-o (long o) ; write, R-I-T; 
rough, R-u-F; c in cup is k, while in cent it is s; in 
gem g is j; in phrase ph is f ; in add there is but one 
d, etc. 

24. First-Position. — The first-position as applied 
to shorthand means that the consonant, which is 
used in connection with a vowel to form a word, is 
written so that it (the consonant) rests about one- 
sixth of an inch above the line of writing. 

25. Method of Joining the Circle Vowels to Straight 
Line Consonants. — The circle vowels are joined to 
the straight line consonants, T, D, N, M, J, CH, SH, 
at the beginning and end, by moving the pen in a 
direction contrary to the movements of the hands of 
a clock. 

26. Circle Vowels on Curved Consonants. — On 
curved consonants the circle vowels are turned in- 
side the curve, the pen moving, according to con- 
venience, w T ith or contrary to the hands of a clock. 

27. Left-Hand S. — When S is the only consonant 
in the word use the left-hand S. 



8 DAY'S STANDARD SHORTHAND 

28. Method of Expressing H. — H is expressed by 
placing a dot before or above the vowel, the placing 
being done after the balance of the word has been 
written, the same as we lift the pen to dot an I or 
cross a T in longhand; thus, heat is written E-T, 
lift the pen and place a dot above the vowel. 

29. Exercise Illustrating the Joining of Circle 
Vowels.— The following exercise illustrates the writ- 
ing of words in the first-position and the manner of 
joining the circle vowels to straight and curved con- 
sonants. Each word of the exercise below should 
be copied in your note book, neatly and correctly, 
-five, times, always spelling the word at the time of 
writing; thus, E-T, eat; i-CH, itch; N-E, knee, etc. 

eat itch knee heat pea Eve ill 

E-T i-CH N-E H-E-T P-E E-V i-L 



Q__ 



/° J? Q- ^ (° 



30. Method of Joining the Semicircle Vowels. — 

The semicircle vowels are joined to the consonants 
as initial (beginning) and final hooks; that is, if it 
is a large hook joined to a consonant it represents 
the vowel AW; if a small hook the vowel o. On 
straight-line consonants the hooks are written on the 
same side as the circle vowels, and on curved conso- 
nants are turned inside the curve. 

31. Exercise Illustrating the Joining of Semicircle 
Vowels. — The following exercise illustrates the writ- 
ing of words in the first-position and the manner of 
joining the semicircle vowels as hooks to the straight 
and curved consonants. The spelling of the words 
in shorthand and copying the same Ave times must 
never be neglected. 







SECOND LESSON 






ought 
AW-T 


hod 
H-o-D 


jaw paw Ong 
J-AW P-AW o-NG 


thaw 
TH-AW 


on 
o-N 


C_ 


c_ 


L ^> <L 


6 


c/ 



Reading Exercise. — The following reading exercise 
consists of words written in the first-position, that 
is, resting above the line, and you are to practice 
reading the same until every word can be spoken as 
fluently as if it had been written in longhand. 

To be read and copied five times 

^ i -f S '/ ^ -£ s 6 

fc> 6 CL- <^2> C c ^— ,Q — 



Writing Exercise. — The writing exercise will be 
found in the Budget of Writing Exercises under 
•'Second Lesson," and consists of words with nomen- 
clature (NO'MeN-KLA-CHuR, calling by name) 
and indicates how the word is to be written. The 
words are in column, followed by blank lines on 
which the learner is to w T rite the shorthand sign op- 
posite the printed word, as he understands it should 
be written. The teacher will then correct, in red 
ink, the words incorrectly written, after which the 
learner is to carefully note the corrected outline and 
then fill out the balance of the line with the cor- 
rectly written sign as indicated in red ink. 

Additional Practice. — After the exercise has been 
written, corrected, and rewritten according direc- 
tions, there should be the further practice of writing 
the words from dictation; this is necessary as the 
practical part of shorthand means to write from 
hearing w T ords spoken. 



10 DAY'S STANDARD SHORTHAND 

To the Learner. — You have been told to learn each 
lesson perfectly, but to do this may require more 
patience than you have been in the habit of exer- 
cising in the ordinary affairs of life, but it has been 
done by thousands who have taken up the work be- 
fore you, and what others have done you can do. 
There is but little mental effort required to learn the 
first lesson; it is more a matter of practice than any- 
thing else, something a child can do, and the princi- 
ples presented in this, the second lesson, require but 
little more effort to learn, but it should be done 
thoroughly. If you can repeat the vowels, write and 
read the exercises, and can say to yourself, "I am 
confident that I know everything presented in the 
lesson," you can then pass to the third lesson with 
the pleasure that comes of knowing that you have 
done your work faithfully and done it well. 



Questions for Review — Sncond Lesson 

(17) What is the number of vowels? The number of diph- 
thongs? How many of the vowels are long and how many are short? 
(18) What are the vowel signs? (20) Repeat the first-position 
vowels. What vowel sound is expressed by the capital E? Capital 
AH? Small i? Small o? (23) In shorthand what letters are not 
used? (24) How far above the line of writing are the consonants 
of the first-position written? (25) How are the circle vowels on 
straight lines turned? (26) How are they turned on curved conso- 
nants? (27) Which S is used when S is the only consonant in the 
word? (28) How is H expressed? (30) How are the semicircle 
vowels joined to consonants? 



THIRD LESSON 



SECOND-POSITION VOWELS 

32. Signs and Sounds of the Second-Position 
Vowels. — The sounds which the signs of the second- 
position vowels represent are indicated by the italic 
letter or letters in the following illustrative words, 
the vowel signs being large and small circles, large 
and small semicircles, with a dash below or follow- 
ing the vowel sign. 

33. SECOND-POSITION VOWELS 

Long O ^> a as m ate Long (^ O, o as in ode 

Short O e, e as in ebb Short c u, u as in up 

34. Second-Position Vowels, How Indicated. — You 
will observe that the signs for the second-position 
vowels are the same as for the first-position with the 
exception that each has a dash below, these being 
used only in the writing of isolated and unfamiliar 
words; the vowel sounds, without the dash, being 
determined by the position of the consonant, which 
rests on the line if the vowel is one of those of the 
second-position. The dash is most conveniently 
placed by writing it parallel with the consonant. 

35. Manner of Learning the Vowels. — The man- 
ner of learning the second-position vowels is the 
same as that given for learning the first-position 
vowels, sections 21 and 22, which see. 

n 



12 DAY'S STANDARD SHORTHAND 

36. Meaning of the Second-Position. — The second- 
position as applied to shorthand means that the 
consonant which is used in connection with a second- 
position vowel to form a word, is so written that the 
consonant rests on the line of writing. 

37. Method of Joining the Second-Position Vowels. 
— The method of joining the second-position circle 
and hook vowels to straight and curved consonants 
is the same as that of the first-position, as given in 
sections 25 and 26, which see. 

38. Illustrative Words. — The following illustra- 
tive w T ords show T the manner of joining the circle 
and semicircle, or hook vowels as we can now call 
them, to words written in the second-position. Each 
shorthand outline is to be copied in your note book, 
neatly and correctly, fire times, and at the time of 
writing you are to spell the w T ord as indicated by the 
nomenclature; thus, A-T. ate; M-A, may; e-J, edge, 
etc. 

ate mav edge shay ebb Fay ace 

A-T M-A e-J SH-A e-B F-A A-S 



a_.. 



.^.. Z I '<=* £..... e. 



toe ode hut hush up foe low 

T-O O-D H-u-T H-u-SH u-P F-O L-O 



39. Size of Circles and Hooks. — The small circle 
and hook vowels should be made as small as the ease 
and convenience of writing will permit, the larger 
circles and hooks being made only enough larger to 
be readily distinguished from the small signs. 



THIRD LESSON 13 

40. Two Vowels to One Consonant. — When two 
vowels are joined to one consonant it is the first 
vowel that determines the position in which the 
word is to be written, as shown in "eighty/' second 
word, first line, and "obey,*' second word, second 
line. 

Reading Exercise. — The following exercise con- 
sists of words, written in the second-position, that is. 
the consonants resting on the line. 

To be read and copied five times. 
^J2^^^Q^JL ko ^ C (7 -> 'c~ 

^ o a — _ £ 1 / L SI^ ^.P, <^_ 



Writing Exercise. — The writing exercise of this 
lesson will be found in the Budget of Writing Exer- 
cises under Third Lesson, and in accordance with 
the directions given under ''Writing Exercises'' and 
'•Additional Exercise" in the second lesson, which 
see. 

To the Learner. — You were told in the first lesson 
to read the lesson over very carefully first, then to 
go back and study each numbered section. Are you 
doing this? The directions there given are to be 
followed in each subsequent lesson; don't simply 
read, but study the sections, as it is necessary that 
you know the text of the lesson as well as you know 
your a, b, c's. 



Questions for Review — Third Lesson 
(33) Name the second-position long vowels. Second-position 
short vowels. Capital A represents what vowel sound? Capital 



14 DAY'S STANDARD SHORTHAND 

O? Small e? Small u? (34) How may the second-position 
vowels be distinguished from the first-position when such distinc- 
tion is necessary? (36) Where do the consonants of the second- 
position rest? (39) What is said about the size of the circles and 
hooks? (40) If there is more than one vowel to a consonant which 
one determines the positioi ? 



FOURTH LESSON 



THIRD POSITION VOWELS — DIPHTHONGS 

41. Sounds and Signs of the Third-Position 
Vowels. — The sounds which the signs of the third- 
position vowels represent are indicated by the italic 
letter or letters in the following illustrative words, 
the vowel signs being large and small circles, large 
and small semicircles with a dot below or following 
the vowel sign. 

42. THIRD-POSITION VOWELS 

Long O AH, a as in arm or pa. Long C OO, oo as in ooze 

Short 9 a ) a as m &*■ Short C G o, oo as in foot 

43. Third-Position Vowels, How Indicated. — In 

order to distinguish the signs of the third-position 
vowels from those of the first and second, a small dot 
is placed after or below the sign, but, as in the case 
of the second-position vowels, are seldom used, the 
proper vowel being determined by the position, 
which, for third-position vowels, is written through 
the line if the consonant is an up (N or M) or doion 
stroke, and below the line if it is a horizontal letter, 
T, D, P, B, R, L. 

44. Manner of Learning the Vowels. — The man- 
ner of learning the third-position vowels is the same 
as that given for learning the first-position vowels, 
sections 21 and 22, which see. 

45. Meaning of Third-Position. — The third-posi. 
tion as applied to shorthand means that the conso, 

is 



16 DAY'S STANDARD SHORTHAND 

nant which is used in connection with a third-position 
vowel to form a word, is to be written through the 
line if it is an up (N or M) or down stroke, and be- 
low if it is a horizontal. 

46. Method of Joining the Third-Position Vowels. 

— The method of joining the third-position circle 
and hook vowels to straight and curved consonants 
is the same as that of the first-position, and as given 
in sections 25 and 26, which see. 

47. Illustrative Words. — The following illustra- 
tive words show the manner of joining the circle and 
semicircle, or hook vowels as we call them, to words 
written in the third-position. Each shorthand sign 
is to be copied in your note book neatly and cor- 
rectly, -five times. Spelling the word at the time of 
writing, as indicated by the nomenclature, must not 
be neglected. 

add Ann Jew coo abbey ha hook 

a-D a-N J-OO K-OO a-JB-i H-AH H-oo-K 

d— Z <^ 6 J ^i> o £ 

Reading Exercise. — The following reading exercise 
consists of words written in the third-position, that 
is, the upright and slanting consonants are written 
through the line and the horizontals below. 

To be read and copied five times 

^ V3 ^ _^ 6 '** -^ J- 

48. Diphthongs. — A diphthong is the union of 
two vowel sounds in one sylable. The four close 
diphthongs are the ones recognized or used in short 



FOURTH LESSON 17 

hand, and the signs and sounds they represent are 
given in the table below; the manner of learning 
them is the same as the directions given for learning 
the vowel signs and sounds in the second lesson, 
sections 21 and 22, which see. 

49. TABLE OF DIPHTHONGS 

O I, i as in fee, 1st position 

£ OI, oi as in oil, 2nd position 
£. U, ew as in de c iv 2nd position 
© OU, ou as in out 2nd position 

50. I. — The diphthong I is composed of the 
vowels a as in ask, and i as in it. Its shorthand 
sign is a small circle in the first-position, and is dis- 
tinguished from the short sound of i, when neces- 
sary, by placing a dash above or before the sign. 

51. 01. — The diphthong OI is composed of the 
vowels o as in on, and i in it. The sign for the 
diphthong OI is a small circle joined to a semicircle, 
but when joined to a consonant it is more generally 
a small circle turned on the inside of a hook, as 
illustrated below; however, the sign as given in the 
table must be used occasionally, as in oil. 

52. U. — The diphthong U is composed of the 
vowels i as in it, and oo in foot. The shorthand sign 
for U is simply a circle prefixed to a semicircle, but 
when joined to a consonant it is a small circle writ- 
ten at the end of the stroke, and from the point 
where the pen completes the circle, a hook or semi- 
circle is turned, as shown in the illustrative words 
below 7 . 

53. OU. — The diphthong OU is composed of the 
vowels o as in on, and oo in foot. The shorthand 



J 8 DAY'S STANDARD SHORTHAND 

sign for this diphthong is a circle with a line struck 
partly, or if more convenient, completely through 
the circle. 

54. Short Vowels Compose the Diphthongs. — The 

four diphthongs are composed of short vowel sounds, 
and the same are readily pronounced by accenting 
the first letter and letting the voice glide into the 
second. 

55. Two Vowels Before or After a Consonant. — 

When two vowels, or a vowel and a diphthong, come 
before or after a consonant, the one fartherest from 
the consonant must be disjoined, as illustrated in 
the words iota and payee below. 

Illustrative Words. — The following illustrative 
words show the manner of joining the diphthongs to 
the consonants. Copy each shorthand outline in 
your note book -five times, doing this neatly and cor- 
rectly, and at the same time spelling the word as 
indicated by the nomenclature. 



tie 
T-I 


nigh 
N-I 


toy 
T-OI 


annoy 
a-N-OI 


joy 
J-OI 


oil 
OI-L 


-D 


S 


-J2> 


*L 


// 


u^y. 


new 

N-U 


pew 
P-U 


view 

V-U 


a? 

now 
N-OU 


iota 
I-O-T-a 


payee 
P-A-E 


^.. 


^rrs\ 


£ 


Z. 


*<_p 


rfOi'SL- 



Reading Exercise. — The following reading exerci.se 
consists of words of one consonant with diphthongs, 
and the same is to be read until each word can be 
spoken as readily as if the same had been written in 
longhand. 



FOURTH LESSON 19 

To be read and copied five times 

j&i ;!iz <& -^v J£ L. 






Writing Exercise. — The writing exercise of this 
lesson is to be written on the blank sheets according 
to the directions given under "Budget of Writing 
Exercise" and "Additional Exercise/' in the second 
lesson, which see. 

To the Learner. — Nothing will obviate the neces- 
sity of repeating and picturing in the mind the signs 
and positions of the vowels and diphthongs as out- 
lined in the second, third and fourth lessons, repeat- 
ing them over and over, so that when you hear a 
vowel sound you can instantly recall its sign, posi- 
tion, and the printed letter used to represent the 
sign. 

If you have mastered this and the preceding les- 
sons as thoroughly as you ought, you are now pre- 
pared to write any word in the English language 
consisting of one consonant and one or more vowels. 



Questions for Review — Fourth Lesson 

(42) Name the third-position long vowels. Third-position 
short vowels. Capital AH represents what vowel sound? Capital 
OO? Small a? Small oo? (43) How may the third-position be 
distinguished from the first and second when such distinction is 
necessary? (44) What is meant by the third-position as applied to 
shorthand? Where are the up and down strokes of the third-posi- 
tion written? Where are the horizontal letters written? (48) 
What is a diphthong? Name the four diphthongs. (49) Which 
diphthong is written in the first-position? Name the three that are 



20 DAY'S STANDARD SHORTHAND 

written in the second-position. (54) Are the diphthongs composed 
of long or short vowels? (55) How are vowels written when two 
come before or after a consonant? What is the position for the 
diphthong I ? Ans. Above the line; first position. Which three 
are considered second-position? Ans, OI, U and OU. 



FIFTH LESSON 



CONSONANT WORD-SIGNS 

56. Number and Position of Word-Signs.— Fully 

three-fourths of the words used in conversation and 
ordinary correspondence are represented by word- 
signs; that is, words not written in full, but repre- 
sented by one or more letters of the word written 
above, on, through, or below the line of writing. 

57. Names of the Signs. — The sign used to repre- 
sent the word is called a word-sign, and the word 
that is represented by the sign is called a sign-word. 

58. Word Signs Necessary. — The object of having 
w r ord-signs is to gain speed; without them it would 
be impossible for the writer of any system of short- 
hand to keep up with an ordinary speaker, and for 
this reason it will be necessary to learn the word- 
signs perfectly — commit them to memory, so that 
you will be able to write them neatly, correctly, each 
in its proper position, and as quickly as they would 
be spoken by a good reader. 

59. The Use of the Hyphen in Sign- Words. — When 
a sign-word is printed with a hyphen the sign repre- 
sents both the word preceding the hyphen and the 
word composed of the letters before and after; thus, 
given represents both give and given; charged, both 
charge and charged. 

60. Nomenclature. The naming of the word- 
signs and outlines for words, aptly called "spelling 

21 



22 DAY'S STANDARD SHORTHAND 

in shorthand," is one of the admirable features of 
Day's Shorthand, enabling the learner to more 
quickly and firmly fix the signs in mind, and the 
teacher in giving dictation can dispense almost en- 
tirely with the necessity of writing the characters on 
the blackboard or with pen or pencil on the paper. 

61. Use of the Superior Figure. — The naming of 
the consonants, and which are used for the signs in 
this lesson, are as follows: The superior figure fol- 
lowing the word indicates the position in which the 
sign is to be written; 1, above the line; 2, on the 
line; 3, through or below the line. The letter S, 
having two signs, is named left-hand S, or right- 
hand S, according to the direction in which it is 
written; if to the left it is abbreviated to lh (left- 
hand) S; if to the right, rh (right-hand) S. Wher- 
ever the abbreviation lh and rh occur you are to 
speak the word for which the abbreviation stands; 
thus, left-hand for lh, and right-hand for rh. 

62. Spelling. — To spell is to write or pronounce 
the letters of a word in their proper order, and to 
become a good speller we name and write the letters 
of a word in regular succession, and this is con- 
tinued until the order of the letters become so firmly 
fixed in mind that the word can be correctly spelled 
and written without conscious effort on the part of 
the writer. 

63. Spelling in Shorthand. — Learning to spell in 
shorthand is accomplished in the same way as we 
learn to spell in the common method, but with this 
difference: many of the words in shorthand are not 
written in full, but abbreviated, and in order to spell 
the word you must know what the abbreviation is, 
then spell, that is, name the letter or letters of the 
word, giving its position, and at the same time writ- 



FIFTH LESSON 23 

ing it again and again until it can be done without 
conscious effort, the same as in the common spelling. 

In longhand the learner can write a word correctly 
if he knows the proper spelling; so in shorthand, if 
he can spell it in shorthand he has a correct picture 
in the mind of the outline to be written, and can 
write it, w ? hether the mental picture was obtained 
through the organ of sight or the organ of hearing. 

There is no method of study that will obviate the 
necessity of a perfect familiarity with the word- 
signs. 

64. Easy Method of Learning the Signs. — The 

method of learning the word-signs as given below is 
the one that will most surely and quietly lead to the 
mastery of the longest list of w T ord-signs ever pre- 
sented, and the method outlined should be followed 
in every particular. Observe that the list consists 
of the consonants written, in most cases, in three 
positions, but not always according to the position 
of the vowel. 

65. The Method, — (a) You will notice that the 
letter T is written in three positions, above, on and 
below the line, and that each position represents a 
different word or words. Now proceed to pronounce, 
spell and write them in shorthand; thus, time, T 
one; it, T two; at and out, T three, filling in three 
lines in your note book. At the time of pronounc- 
ing, spelling and writing the signs you must put 
forth an effort to fix the signs in mind; this must 
not be neglected. 

(b) The letter D is also written in three positions, 
above, on and beloio the line, each position represent- 
ing a different word or w T ords. Proceed to pro- 
nounce, spell and write the signs the same as for T; 



24 DAY'S STANDARD SHORTHAND 

thus, dollar and did, D one; do, D two; had, D 
three; continuing the practice until three lines have 
been written. 

(c) Proceed in the same manner with N, M, J, 
CH, etc., until you have finished one column of the 
signs, writing in every case not less than three lines 
for each letter. 

(d) Having pronounced, spelled and written the 
words of the first column as directed, cover the 
printed words w T ith a slip of paper and see if you 
can recall the word represented by the shorthand 
sign, but reversing the order of spelling and pro- 
nouncing; thus, T one, time; T two, it; T three, 
at and out, and so with all the signs of the column. 
Spell and pronounce the words for the signs, not 
only from top to the bottom of the column, but from 
bottom to the top, also "skip around" in the spelling 
and pronouncing until the proper word for every 
sign can be instantly recalled. 

66. Number of Word-Signs and Words Represented 
by the Consonant Signs. — The number of word-signs 
presented in this lesson is sixty, representing one hun- 
dred words, nearly one-half of those used inordinary 
correspondence, and unless the matter is unusually 
difficult the rule will hold good, and this being the 
case you will readily see the necessity of learning 
the list, and all subsequent ones, perfectly. 

67. Us and Use. — Observe the word-signs us and 
use, although slanting letters in the third-position, 
are more conveniently written, being very short 
lines, by putting the pen on the line, and from that 
point write the S. 







FIFTH LESSON 


68. 


CONSONANT WORD 


-SIGNS 





time, T 1 




1- 


sure, SH 3 




. it T 2 




^ 


possible, P 1 
put, P 2 




•It, 1 
at, out, T 3 




...^TS.. 


..-.TTTT 


dollar, did, D 1 




-y^\- 


party, happy, P 3 




do, D 2 
had, D 8 

no, know, N 2 
me, my, M 1 




..^ 


by, buy, B 1 
be, been, B 2 
to-be, B 3 
here, hear, R 1 
are, recollect, R 2 


X 




/ " _N 






....^.. 


...Z.. 


am, may, him, V 


[ 2 


-*=*•■ 


our, hour, R 3 


/ 


gentlemen, J 1 






will, wilt, L 1 






..../.... 


• gentleman, advantage, J 2 




'well, letter, L 2 


...../■••■ 


large, J 3 
each, CH 1 






land L 3 




r 


if, F 1 


.../..... 


which, change-ed, 


CH 2 


£.. 


for, F 2 


.../.... 


much, charge-ed, 


CH 3 


(■■- 


few, fact, F 3 


1 


short, ship, SH 1 
shall, shalt, SH 2 




( 




L 




(... 


have, V 2 



25 



26 



DAY'S STANDARD SHORTHAND 



( 


■ however, V 3 




)-■ 


use [noun], rh S 3 


JL 


common, kingdom, 
call-ed, K 1 


)... 


was, Z 2 


come, company, 
K 2 


could, 


) 

( 


use [verb], Z 3 


JL 


• can, K 3 




thought, within TH 1 




• give-n, God, G 


i 


L 


think, then, TH 2 


j. 


• go, ago, G 2 




t~ 


though, thank-ed, 
than, TH 3 


j 


• good, together, 


G 3 


thing, NG 1 


c 


■ is, his, lh S 1 




A. 


long, along, length, NG 2 


c... 


• as, has, lh S 2 




^ 


language, NG 3 


■■■■( 


. us, lh S 3 




^ 


why, W 1 


. 


; 


■ saw, see, rh S 1 




Ss, 


way, W 2 


...j..... 






V- 


away, W 3 



Writing Exercise. — The writing exercise is in your 
Budget of Writing Exercises, explained in the sec- 
ond lesson under "Writing Exercise." which see. 
The exercise consists of two pages of sign-words. 
On the dotted line above the printed word write the 
proper word-sign. The list should finally be written 
from dictation, given by a fellow student or some 
friend, until it can be written in two minutes and a 
half. 

To the Learner. — Beginners in shorthand are apt 
to make their notes too large. One-sixth of an inch 
is considered the standard for full-length strokes, 



FIFTH LESSON 27 

and you should adopt this size in your practice. 
Endeavor to conform your writing, in size and gen- 
eral appearance, to that shown in this and all subse- 
quent lessons. Exercise patience in writing the 
exercises consisting of words. Learners are apt to 
get impatient and desire to "get on," so that they 
can begin to write sentences. It is a laudable ambi- 
tion to "get on," but the writing of sentences is not 
the beginner's test as to his progress; principles 
must first, be learned; material must be obtained be- 
fore the house can be built. Remember that sen- 
tences are only words put together in such a way as 
to "make sense;" so, if you can write words you can 
write sentences or anything else. 



Questions for Review — Fifth Lesson 
(57) What is a word-sign? What is the word called that 
has a sign to represent it? (58) Why do we have word-signs? 
(59) What does the hyphen denote? (60) Naming the outline for 
words is called what? (61) What does the superior figure indi- 
cate? What is the position of the word with the figure one? 
Figure two? Figure three? (62) What is spelling? (65) Give, 
in substance, the method of learning the word-signs of this lesson. 
(66) How mony consonant word-signs are there? How many 
words do they represent? Where do you place the pen when 
you begin to write the word-signs "us" and "use"? Ans. On 
the line. 



SIXTH LESSON 



SPECIAL WORD-SIGNS 

69. Dot, Dash and Semicircle Word-Signs. — The 

list of word-signs presented in this lesson could 
properly be termed "arbitrary" or "special'- signs as 
they do not, like the first list, represent some one 
prominent letter of the word, but are arbitrary signs 
used to represent a number of very frequently re- 
curring words. The signs represent thirty-four 
words, which, together with the consonant word- 
signs, represent one hundred and fifty words, fully 
one-half of the words used in ordinary correspond- 
ence. 

70. Name of the Dot and Dash Signs and How 
Written. — Having a name for every sign that is writ- 
ten is a great help in learning the signs. Hearing 
the word spelled in shorthand (naming the sign) as 
clear a picture can be formed in the mind as to how 
it is to be written as if it were written in shorthand. 

Dot Signs. — (a) The dot above the line is called 
dot one; on the line, dot two; below the line, dot 

three. 

Dash Signs. — (b) The dash signs are named left 
and right oblique (slanting), vertical (straight up 
and down), and are written in three positions as 
shown in the list of word-signs. The printed abbre- 
viations for the dash signs are as follows: Left ob- 
lique, I ft obi; vertical, vert] right oblique, rt obi. 
Thus of would be spelled left oblique dash one; to, 

28 



SIXTH LESSON 29 

left oblique dash two, etc. The dash signs are all 
written downward with the exception of he and 
should. 

71. Semicircle Word-Signs. — The semicircle word- 
signs are written in two positions, above and on the 
line, and for a name for these signs we use four 
vowels, although the vowel sound is no part of the 
word, just the name for the sign used to represent 
the word, and are written with the semicircle open- 
ing to the right, left, upward and downward, the 
abbreviation for downward being dn. In naming 
the signs use the vowel sound and not the letter; 
thus, o as in on\ u as in up\ AW as in awl; O as in 
ode. An illustration of the spelling is as follows: 
we and with, o one right; were, u two right; what, 
o one left, etc. 

(a) The abbreviations for the large semicircles 
representing phrase signs (two words represented by 
one sign) are, for the oblique signs, NE, northeast; 
SW, southwest, indicate the direction in which the 
semicircles open and are named as follows: with-you, 
AW one northeast; would-you, O two southwest. 

72. Method of Learning the Signs. — You are to 
use the same method in learning the signs for this 
lesson as that given for learning the consonant word- 
signs, section 65, which see, following in every par- 
ticular the directions there given. 

73. DOT, DASH AND CIRCLE WORD-SIGNS 



the, dot 1 
a, an, dot 2 
and, dot 8 
of, 1ft obi dash 1 



to, too, two, 1ft obi dash 2 
or, vert dash 1 



• I- •• but, vert dash 2 
he, rt obi dash 1 



30 


DAY'S STANDAF 


ID SHORTHAND 


/... 


• should, rt obi dash 2 
how, rt obi dash 8 
I, eye, I 1 


o 


eh, e 2 

ah, AH 2 

first, rt obi loop 2 




O 


/ 
o 


<?... 


74. 


SEMICIRCLE 


WORD 


-SIGNS 


C 


we, with, o 1 rt 
were, u 2 rt 


c 


O, oh, owe, O 2 rt 
already, AW 1 1ft 


C... 


D 


D 


what, o 1 1ft 


D... 


who, whom, O 2 1ft 


...P..... 


would, u 2 1ft 


o 


with-you, AW 1 NE 


U 


ye, year, o 1 up 


(y 


were-you, O 2 NE 






U.... 


yet, o 2 up 


O 


what-you, AW 1 SW 


n 


beyond, o 1 dn 


O... 

u 


would-you, O 2 SW 


...a .. 


you, your, u 2 dn 
all, AW 1 rt 




ye-were, ye-would, 
AW 1 up 

you-would, you-were, 
2 dn 


c 


....a... 



Writing Exercise. — The writing exercise in the 
Budget of Writing Exercises consists of one page of 
sign-words. On the dotted line above the printed 
word write the proper word-sign. If you cannot re- 
call the outline look it up in the list of signs, giving 
it a good, sharp look so that you will know it next 
time. The signs are not to be written on the blanks 
in the Budget of Writing Exercises until you have 
learned them according to the directions given in 
the preceding lesson. Continue the practice until 
the list can be written from dictation in one minnte. 



SIXTH LESSON 31 

To the Learner. — In taking up a new lesson the 
first thing you have to do is to read it over very 
carefully, then go back and study the numbered sec- 
tions until you are perfectly familiar with them. 
These directions were given in the first lesson; have 
you been following them? 



Questions for Review — Sixth Lesson 
What signs are used to represent the word-signs of this lesson? 
Arts* Dots, dashes and semicircles. (70, a) Name the dot signs, 

(b) Name the dash signs. (71) In what positions are the semicircle 
signs written? In what direction do the semicircle word-signs 
open? What do the abbreviations NE and SW indicate? Arts, 
The direction in which the oblique semicircle signs open; nortk^ 
east and southwest. 



SEVENTH LESSON 



SENTENCE WRITING, PUNCTUATION MARKS, PROPER 
NAMES, PLURAL NUMBER, POSSESSIVE CASE 

75. Sentences.— In this lesson you begin the writ- 
ing of short, easy sentences, made up of some of the 
word-signs and short words which you have already 
been taught how to write. 

76. Punctuation Marks. — The comma, semicolon, 
colon, parenthesis and quotation marks are the same 
as in longhand, but the period, interrogation and 
exclamation are as follows: 

Period Interrogation Exclamation 



/ 



¥ 



77. Proper Names. — Proper names may be indi- 
cated by placing two dashes below the word; this 
distinction, however, is seldom necessary. 

Joe Ed May Abe Lou 



A ^ JL.. 



78. Plural Number. — The plural number is indi- 
cated, the same as in longhand, by adding S to the 
singular. 

things dollars letters languages 

^ = - ^ 

32 > 



SEVENTH LESSON 33 



79. Possessive Case. — The possessive case of a 
noun is indicated by adding S, .but the mark denot- 
ing possession must necessarily be omitted. 

Company's Gentleman's May's 

/ i ^ 

80. Third Person Singular. — The third person 
singular of a verb in the present tense is indicated, 
the same as in longhand, by adding S to the verb. 

gives comes sees thinks 



i i i 



READING EXERCISE 
To be read and copied in your note book five times 

t :— : L.n. x -s/Xy L, =..., =,...£...... 

-H— * - - t — _ ±..^/....i^. 

...L^ 1 * L*>^jL±a L L ,.,.£J -.. 

)r-H- = * } ° c L ^ ^ i - — - 

^c^rrr^s. - » ~-~.Q. s..../. cx.. : ^7....^. 



^ : = -J -7^ i-, - - 



^ = '■> 



..P. .^. X ' <T^>. 



/' =^/- 



34 DAY'S STANDARD SHORTHAND 

Writing Exercise. — The writing exercises of all 
lessons are in the Budget of Writing Exercises, and 
the manner of writing separate w y ords, which has 
been the writing exercise up to the present time, has 
been fully explained. You are now to begin the 
writing of sentences, and the directions for doing 
this are as follows: Write only on the dotted line; 
this is important and must not be neglected. After 
the exercise has been written according to your best 
judgment, the teacher will then correct your writing 
on the line below, after which you are to fill in all 
the blank space, noting carefully the corrections and 
why they are made. This is to be followed by copy- 
ing the exercise five times in your note book, doing 
this neatly and correctly, after which it should be 
written from dictation . 

To the Learner. — Write your exercise with the 
greatest care before handing it to the teacher for his 
correction. Criticise your own writing; in doing 
so the principles will the more surely and quickly 
become fixed in the mind, and in applying them in 
much writing you will acquire speed and the utmost 
familiarity with the shorthand outlines and signs 
for words. Always copy the exercise the designated 
number of times, more the better, for the oftener 
you copy the signs, the quicker you can write them 
and the more readily you can read them. 



Questions for Review — Seventh Lesson 

(76) Name the three special punctuation marks. (77) How 
may proper names be indicated? (78) The plural number of a 
noun is indicated how? (79) How is the possessive case of a noun 
indicated? (80) How is the third person singular of a verb in the 
present tense indicated? 



EIGHTH LESSON 



WORDS OF TWO CONSONANTS WITH CIRCLE VOWELS 

81 The Principles Presented in this Lesson. — In 

this lesson you are instructed how to write words of 
two consonants and the method of placing the circle 
vowels between them. It is very simple, consisting 
merely of writing the letters of the word, one after 
another, the same as in longhand, but with this dif- 
ference: omit silent letters, only those being written 
which are actually heard in pronouncing the word. 

82. Illustrative Words. — The importance and 
necessity of writing, neatly and correctly, at least 
Ave times, every illustrative w r ord, cannot be made 
too emphatic, and this writing and spelling in short- 
hand must be done thoughtfully, the outline being 
written just as it is in the exercise, both as regards 
its general appearance and position, which will be 
explained in a subsequent section. 

83. Circle Vowels Between Consonants. — A gen- 
eral rule for circle vowels between consonants would 
be, join them in the most convenient manner possi- 
ble, but more specific rules would be as follows: 

(a) Between straight consonants in different di- 
rections turn the circle outside the angle. 

jet ditch shed tame Jane match 

J-e-T D-i-CH SH-e-D T-A-M J-A-N M-a-CH 

4 ^ t= ^ 4 ^ 

35 



36 DAY'S STANDARD SHORTHAND 

(b) When F and V are followed by N, M, P, B, 
T or D, turn the circle on the back of the F and V. 

fame vain fib Feb. fate vat 

F-A-M V-A-N F-i-B F-e-B F-A-T V-a-T 



^1 £ ±1 <Q* «£ I 

(c) Circle vowels between curves in different di- 
rections are written on the inside of the consonant 
following the vowel. 

bail wrap fig beer cave 

B-A-L R-a-P F-i-G B-E-R K-A-V 

— / 



(d) Aside from the rules given above write the 
circle vowel between consonants in the most con- 
venient manner. The circle will sometimes take the 
form ,of a loop as in gem and take and for greater 
convenience in joining, the slant or curvature of a 
consonant may be considerably varied. 

mean take sheer tape gem lake vile 

M-E-N T-A-K SH-E-R T-A-P J-e-M L-A-K V-I-L 

z: '£. L ^ £ z. o. 



84. Rules for Writing S. — When S is joined to a 
curved consonant, with or without an intervening 
vowel, write the 8 which follows the direction of the 
curve. When S is joined to a straight line conso- 
nant use the S which makes the sharpest angle. 
When more convenient S may be written with the 
left oblique slant, as in sway and yes. 



EIGHTH LESSON 37 

safe sake vase seek face vice 

S-A-F S-A-K V-A-S S-E-K F-A-S V-I-S 



f i 



f i f £ 



85. Position of Words of Two Consonants. — Words 
of two consonants are written in position the same 
as words of one consonant; this does away with the 
necessity of placing the dots and dashes to the 
vowels, as explained in a subsequent section, and 
when written in position the words are more legible 
than when written in longhand or print, 

86. How the Position is Determined. — The posi- 
tion of a word of two consonants is determined by 
the vowel of the word, or if the word has more than 
one, the first vowel in the word determines the posi- 
tion, and are written, as regards the line of writing, 
according to the following rules: 

First Position. — If the vowel which determines the 
position is a first-position vowel, the word is written 
above the line, as follows: The first up (N or M) 
or down stroke, if the word contains one. should rest 
above the line of writing, about one-sixth of an inch: 
if the word contains horizontal strokes only, all of 
them should rest above the line. 

meek thin cheek life witch 

M-E-K TH-i-N CH-E-K L-I-F W-i-CH 




38 DAY'S STANDARD SHORTHAND 

rim Minnie dip peel tile dear 

R-i-M M-i-N-i D-i-P P-E-L T-I-L D-E-R 



Second Position. — If the vowel determining the 
position is a second position vowel, the -first tip (N 
or M) or down consonant, if the word contains one, 
should rest on the line of writing; if the word con- 
tains horizontals only, all rest on the line. 

mail game ledge take Mary earth 

M-A-L G-A-M L-e-J T-A-K M-A-R-i e-R-TH 

..J^... JtL Y. £.. <£L *ri. 



peck dame tape bell dale led 

P-e-K D-A-M T-A-P B-e-L JD-A-L L-e-D 



Third Position. — If the vowel determining the 
position is a third position vowel, the first up (N or 
M) or down consonant, if the word contains one, is 
written through the line; if the word contains hori- 
zontal consonants only, all are written below the line. 

back Jack laugh Maggie wag 

B-a-K J-a-K L-AH-F M-a-G-i W-a-G 

=9- y ^ ^ y 

jab wrap lap tabby Rab 

J-a-B R-a-P L-a-P T-a-B-i R-a-B 



^ 



EIGHTH LESSON 



39 



Reading Exercise. — The following reading exercise 
consists of words of two consonants and are written 
in the three positions. Practice reading the same 
until the words can be spoken as readily as if they 
had been written in longhand, then copy in your 
note book, neatly and correctly five times. 




■■^k ' -=f 

jS ^= - ^ ¥.. *£ k 

S«ni«nc«, __ C £ £ • (J /A JtZ =f C 

'j-l c 




40 . DAY'S STANDARD SHORTHAND 

Writing Exercise. — The writing exercise of each 
lesson will be found in the Budget of Writing Exer- 
cises, under the lesson corresponding with the one 
that is being learned in the Manual. The method 
of writing the separate words for correction is fully 
explained under Writing Exercise, second lesson, 
page 9, which see. 

The method of writing the sentences for correc- 
tion has already been given in the seventh lesson, 
page 34, which see. 

To the Learner. — Are you following the method of 
proceedure in learning shorthand as outlined in the 
Manual? If you are you are on the road to success 
in mastering a highly useful art. There must be no 
slighting of the work to be done, principles must be 
learned and the application of the same in much 
writing is absolutely necessary. Partic Jar atten- 
tion should be given to the words that have been 
corrected in your writing exercise, noting carefully 
why they are not correct as you wrote them, then 
copy them at least five times. Can you repeat the 
first, second and third position vowels readily and 
without hesitation? If not, you had better look 
them up as they are among the following list of 
questions and I am sure you would not wish to dis- 
appoint your teacher by not being able to answ T er 
them promptly and correctly. 



Questions for Review — Eighth Lesson 
(81) What is presented in this lesson? (82) You are directed 
to write the illustrative words how many times? (83) What is the 
general rule for writing circle vowels between consonants? (a) 
How is the circle vowel turned on straight lines in different direc- 
tions? (b) On which side of F and V are the circles turned when 
followed by N, M, P, B, T or D? (c) To which consonant is the 



EIGHTH LESSON 41 

circle vowel written when it comes between two curves in different 
directions? (d) What form will the circle vowel sometimes take? 
Is it allowable to vary the slant of curvature of consonants? (84) 
Which S is used when joined to a curved consonant? Which S is 
used when joined to straight line consonant? (85) What is the object 
of writing words in position as regards the line of writing? (86) 
Which vowel determines the position of the word? Where does 
the first up or down consonant of a word in the first position rest? 
The second position, where? The third position, where? If the 
consonants of a word are both horizontal where are they written? 
Arts* Above the line for the first, on the line for the second, and 
below the line for the third. Name the four first position vowels; 
the four second position ; the four third position. 



NINTH LESSON 



WORDS OF TWO CONSONANTS WITH SEMICIRCLE VOWELS 

87. Manner of Writing Semicircle Vowels Between 
Consonants. — We speak of semicircle vowels, but 
they can more properly be called hook vowels, as 
they are, with few exceptions, joined as a hook to 
the consonant, as explained in Section 30, which see. 

A general rule for writing the hook vowels be- 
tween consonants would be: join them to the fol- 
lowing consonant in the most convenient manner; 
it is rarely joined to the preceding consonant. 

budge Rome poke dock watch poor 

B-u-J R-O-M P-O-K D-o-K W-AH-CH P-OO-R 



88. Hook Vowels on the Back or Convex Side of 
Curves. — In words of one consonant the hooks are 
turned on the inside of the curves, but in words of 
two or more consonants, and when one of them is a 
curve, it will sometimes be necessary, in order to 
obviate an inconvenient outline, to write the hook 
on the back or convex side of the curve, 

cuff Gove puff coal ^cool buff 

K-u-F G-O-V P-u-F K-O-L K-OO-L B-u-F 



i 



42 



NINTH LESSON 43 

89. The combinations K-R, G-R,<K-L, G-L are 
easily and more readily joined without a sharp angle 
between these letters. 

cry clay grow glow 

K-R-I K-L-A G-R-O G-L-O 



& 



<L$>, L? <Lp r 



90. Hook Vowels as Semicircles Between Conso- 
nants, — In some woids the hook vowels must be ex- 
pressed as a semicircle w T hen it comes between con- 
sonants, but when this is necessary the opening of 
the semicircle may be to the right, left, up or down, 
according to convenience of joining to the conso- 
nants between which it is to be written. 

The learner will experience no trouble in deter- 
mining, in the few cases where it will be necessary, 
when to write the hook on the back of a curve or to 
use the semicircle in place of the hook. 

cup copy cub nook look love 

K-u-P K-o-P-i K-u-B N-u-K L-oo-K L-u-V 



k^ h. 2=> ^ ^ :x 

91. Position of Words of Two Consonants with 
Diphthongs, Semicircle or Hook Vowels. — The rules 
for writing in position words of two consonants with 
hook vowels are the same as those given for writing 
words of two consonants with circle vowels. This 
has been fully explained in Section 86, which see. 

Of the four diphthongs I is the only one having a 
position — the first — and when it is the first vowel 
the word is written in the first position. 01, U and 
OU are considered seeond position vowels, and when, 



44 DAY'S STANDARD SHORTHAND 

these are the first vowel the word is written on the 
line, second position. 

cough duck book rook nod loom 

K-AU-F D-u-K B-oo-K R-oo-K N-o-D L-OO-M 



=2- =? ■=?■ 



move omen guide boil cube brow 

M-OO-V O-M-e-N G-I-D B-OI-L K-U-B B-R-OU 



92. Position of Words of Three Consonants.— The 

rules for writing in position words of three conso- 
nants are the same as for two. If the first vowel of 
the word is a first position vowel, the word is written 
in the first position; that is, the first up (N or M) 
or down stroke rests above the line of writing; if a 
second position vowel, on the line; if a third position 
vowel, through the line; if the three consonants are 
all horizontals they are written below the line for 
the third position, on the line for the second, and 
above the line for the first. 

Many advanced writers make it the practice of 
writing all w T ords of three consonants in the second 
position. In reading, the first vowel must be one 
of the. three series, that is, a large or small circle, a 
large or small semicircle; thus, if it is a small circle 
it must be either i, e or a, and out of the three there 
is but one that will "make any sense'' when read in 
connection with the letters following, and the same 
will be the case with any one of the other series. 

93. Position of Words of Four or More Consonants 

— Words of four or more consonants may be written 



NINTH LESSON 



45 



in any position; however, to preserve lineality of 
writing and to give the shorthand a neater appear- 
ance, it is better to let the first up or down stroke 
rest on the line of writing. 

The following is an illustration of words of three 
consonants written in position. Copy them in your 
note book, neatly and correctly, five times. 



chance 
CH-a-N-S 



modify 
M-o-D-F-I 



limit 
L-i-M-i-T 



snake 

S-N-A-K 



namely 
N-A-M-L-i 



VL 



roadway 
R-O-D-W-A 



chicken 
CH-i-K-N 



panic 
P-a-N-i-K 



•~s*-7jrf" 



sneak 
S-N-E-K 



>f 



dapple 
D-a-P-L 



Of Course. — Of course you are copying all the il- 
lustrative words five times or more as you have been 
directed to do. Repeat the sound of each letter as 
you write it. This "spelling in shorthand" will help 
fix the outlines in mind which must always, at first, 
be written slowly and carefully. Thoroughly mas- 
tering the .principles of shorthand is the first requi- 
site; accuracy and neatly written outlines are second. 
Remember this in copying the following reading 
exercise. 

To be read and copied five times 






> 



-> 



46 DAY'S STANDARD SHORTHAND 

t ¥ \ X - ~^ — * 

^^ f ^~^ °w J 

Sentences: \S . ^^ jo s £ 



Writing Exercise. — The writing exercise of this 
lesson will be found in the Budget of Writing Exer- 
cises under the ninth lesson. 



Questions for Review — Ninth Lesson 

(87) What name may we sometimes give to the semicircle 
vowels? How are the semicircle vowels generally joined to conso- 
nants? (88) For what purpose are the hook vowels sometimes 
turned on the back of a curved (89) How are the combinations 
K-K, G-R, etc., joined? (90) When it is necessary to use the 
semicircle instead of the hook vowel does it matter in which direc- 
tion it opens? (91) Which of the four diphthongs has a position 
and what is the position? When OI, U or OU is the first vowel 
in the word in what position is the word written? What is the rule 
for writing in position words of three consonants? Ans, The first 



NINTH LESSON 47 

up or down stroke of a word in the first position rests above the 
line; the second position, on the line; the third position through 
the line ; if the three consonants are horizontals they are wtitten 
below the line for the third position. (93) When words have 
more than three consonants where is it best to write the first up or 
down stroke? 



TENTH LESSON 



WORD-SIGNS OF TWO CONSONANTS 

94. Position of Words of Two Consonants. — An- 
other list of word-signs is here presented consisting 
of two consonants written, in most cases, according 
to the first or some prominent vowel of the word. 

Remarks on the Word-Signs. — Every system of 
shorthand must necessarily have a list of word-signs, 
and these lists must be learned; there is no getting 
around that. The only question is, "What is the 
best way or method of going about it?" The only 
instruction you get from other text-books is, "learn 
them," with no definite directions as to how 
to proceed. The method given below is the one that 
will most surely and quickly lead to the mastery of 
the longest list ever presented, and should be fol- 
lowed in every particular. 

95. The Method of Learning the Signs. — The 
method of learning the signs in this lesson, and all 
subsequent lists, varies slightly from the method 
given for learning the Consonant and Arbitrary 
Signs, and is as follows: 

Pronounce the word, spelling it in shorthand and 
writing it at the same time; thus, above, B 2 -V; 
affect, F 3 -K; balance, B 3 -L, writing one whole line 
of each word in your note book. Trace the outlines 
carefully at first, but do not continue to draw the 
signs, but write them with that free easy movement 
characteristic of longhand. In writing the list con- 
centrate all the powers of the mind upon what you 

48 



TENTH LESSON 49 

are doing; think of nothing else during the few 
seconds required to fill in the line with the proper 
sign. The filling in of a second line of the same 
word may be necessary, and which you can readily 
decide by covering up the printed sign and see if 
you can recall the word for which the sign stands, 
as directed in the fifth lesson. If you cannot do 
this fill in a second, and perhaps a third line may be 
necessary. This method of practice should be con- 
tinued until the signs can be written, from dictation^ 
at the rate of fifty a minute. 

96. Notes on the Word-Signs. — (a) Easier join- 
ings are secured in impossible by writing the M more 
slanting than usual, and in firm and familiar and 
similar outlines, by writing the F nearer verti- 
cal. The slant or curvature of a stroke may often 
be varied considerably to secure easier joinings. 

(b) Affect and Effect. — In order to make a clear 
distinction between affect and effect the F in the 
former word is better written by beginning the F on 
the line, as shown in copy. 

(c) N Shortened. — N, as in enclose, enlarge, never 
and knowledge, may often be written much shorter 
than usual; this will apply to N written in words of 
full outline as well as in word-signs. 

(d) For convenient reference the first word under 
each alphabetical letter begins with a capital and is 
printed in full face type. 

97. WORD-SIGNS OF TWO CONSONANTS. 



Above, B 2 -V 

~f— affect, F 8 -K 
...y.... ask, S 2 -K 



Balance, B 3 -L 

•^). become, B 2 -K 

J 

because, cause, K J -S 



50 



DAY'S STANDARD SHORTHAND 



.^r-p,. before, B' 2 -F 
^2 beg, B-G 2 



begin, G'-N 
...Jr..,. begun, G 2 -N 

•}..... began, G s -N 
^^"belong, B ] -L 
^— < bill, B 2 -L 
•^). book, B-K 8 

t- both, B-TH 2 

*iT^f.* business, B 2 -S 

.4... Cannot, K s -N 
■ «W... car, K 2 -R 



cause, because, K*-S 

combine-ed-ation, B*-N 

^•. correct, K ! -R 

J could, K 2 

Desire, D-S 1 

t^t*... dear sir, D 2 -S 

-C- Effect, F 2 -K 



• •••^- enclose, N 2 -K 

• ^— enlarge, N-J-'* 



6 



even, V ] -N 
^^ Familiar-ity, F'-M 
firm, F 2 -M 
form, F ] -R 
•i- forever, F 2 -V 
C* from, F 2 -R 
Gave, G- 2 V 
»»-.. got, G ] -T 
..^^ Happen, P*-N 

Impossible-bility, M'-p 

£■ infer-ed, N 2 -F 



i: 



■ ■Si--- instant-ance, N 2 -S 



into, N ] -to 
SS- Lengthen, NG--N 
^7 look, L 3 -K 
/C^ Manner, M : -R 
sd- method, M 2 -TH 





TENTH LESSON 51 




more, M 2 -R 
morning, M ! -R 


v-—> 


represent-ed-ation, R 2 -P 
regular-ity, R-G 2 




...u. 


^L 


most, must, M 2 -S 


jr.... 


Says, S-S 2 


H 


move-ment, M 8 -V 


w 


speak, speech, S*-P 


..4... 


Nothing, N 2 -TH 


...k-,.. 


special-ty, S 2 -P 


i 


never, N 2 -V 


Irr.... 


street, S 2 -T 


t 


nor, N*-R 
Often, F*-N 


f- 


subject, S 2 -J 
suggest,. S 2 -G 


.O... 


Peculiar-ity, P-K 2 


{-■ 


Those, thus, TH 8 -S 




public, publish-ed, 
publication, P 2 -B 


■3- 


took, T-K 8 


..!.... 
C 


Question, K 2 -N 


...^/.. 


Upon, P 2 -N 


quality, K ] -L 


/- 


Whichever, CH 2 -V 




...1... 


quote, K 2 -T 


!2. 


work, R-K* 




^ Railroad, R 2 -R 




- Yard, Y 2 -D 




railway, R 2 -W 


JX 


yes, Y 2 -S 


...:z 


refer-red, R-F* 
reply, R*-P 


\' 


young, Y 2 -NG 



52 DAY'S STANDARD SHORTHAND 

READING EXERCISE 
To be read and copied five times 



Q ^ J f : ^ l % — ' ,^t > 



X.y £ * .7 / a J , _^ *.J.J... 

f 



° s > • Lll c -^ z =^ // .„ 



V- 



_JL 



= 4. » .., i^l- £_ : v^_ / c L 

^ .-=: h^. ^ s J °" 

^ ^. )., • .^- X i/. 



. c c- r „w < c ^ 



~..^ ^v_ 



J- (n V./ . ( 



- ^ (■ 9 / 



Writing Exercise.— See Budget of Writing Exer- 
cises, tenth lesson. You have already been instruct- 
ed how to prepare your exercise for correction and 
the number of times you are to write it after it has 
been corrected. 

To the Learner. — It is an excellent practice, when 
reading an article, to note the sign words and pic- 



TENTH LESSON 53 

ture in the mind the sign by which the word is rep- 
resented; learn to mentally ontline, not only word- 
signs, but full outlines. The word-signs must be so 
thoroughly learned that they can be written and read 
instantly, and an equal familiarity with the principles 
for writing words other than word-signs is necessary, 
and to this work you should apply yourself dili- 
gently and faithfully. You must not let indolence 
prevent you from giving to each exercise the re- 
quired amount of practice in both reading and 
writing. 



Questions for Review — Tenth Lesson 

(94) How many consonants of the word are used for the word- 
signs in this lesson? (95) Give the method outlined for learning 
the signs. (96, a) For what purpose is the slant and curvature of a 
letter sometimes varied? (b) Why is it better to begin F in affect 
very near the line? (c) Is it allowable to shorten N? 



ELEVENTH LESSON 



PREFIXES CON, COM, COG, COUN, ACCOM, INITIAL S 
COMBINED WITH VOWELS. 

98. Prefixes Con, Com, Cog, Coun, Accom. — The 
prefixes con, com, cog and coun are expressed by 
placing a dot before the remainder of the word; 
accom by a heavy dot. Place the dot before you be- 
gin to write the balance of the word. 

convey compile cognate counsel accompany 

con:V-A com:P-I-L cog;N-A-T coun:S-e-L accom :P-a-N-i 

„j£ *^~ " . . «:iib L^ ^=£ 



(a) Write the part of the word following' the colon 
close to but not touching the preceding part of the 
word. These directions are to be followed in all the 
illustrative words where the colon is used. 

99. Suffixes Ing, Thing, Ings, Things. — The suffix 
big and thing may be expressed by placing a small 
dot at the end of the preceding part of the word; 
mgs and things by a heavy dot, 

doing making having thinking sayings 

do ring M-A-K:irvg havering think ring say rings 

-,-. ^f ( (...' _j— 



(a) The dot for big cannot be used for w T ords of 

54 



ELEVENTH LESSON 55 

one syllable ending in ing; in such words the stroke 
for ing must be used, as in 

ring king bring sing Ming 

R-i-NG K-i-NG B-R-i-NG S-i-NG M-i-NG 



<. — v_ i_ -< 



(b) When more conveniently joined S may be 
written with the left oblique S as in sing. 

100 Suffix Tion.— The suffix tion, spelled differ- 
ently as in the words fashion, Grecian, evasion, 
ocean, notion,* etc., is expressed by SH made one- 
third its usual length. 

action fashion occasion nation 

a-K:shon F-a:shon o-K-A:shon N-A:shon 



J i 



i 



_^L 



101. Initials.— Initials (the first letter of a name) 
are written in shorthand, with the exception of C, Q, 
X, E, and H; these letters being written in ordinary 
longhand, but in small script. 

C. H. Smith C. P. Gale Q. A. Lane J. L. Green 



J^X.. cJa JL^ /^ck^. 



102. Numbers. — Numbers are written with the 
ordinary figures with the exception o£ one, which, 
when standing alone, should be written with the 

shorthand sign; thus ^ one. 



56 DAY'S STANDARD SHORTHAND 

INITIAL S COMBINED WITH VOWELS 

103. Words of Two Consonants with One Combined 
with Vowels. — All the words that you have written 
in the preceding lessons, with the exception of the 
word-signs, have been made up of vowels and full 
consonant strokes. In this lesson you begin to ab- 
breviate words by expressing two letters with one 
movement of the pen as explained in the following 
sections. 

104. Initial Circle Vowels on the Reverse Side of 
Straight Consonants. — Writing a circle vowel, at the 
beginning of a straight line consonant, on the oppo- 
site or reverse side, that is, moving the pen in the 
same direction as the hands of a clock move, prefixes 
S to the vowel. 

105. Nomenclature of S Combined with Initial 
Circle Vowels. — In the nomenclature, in order to 
distinguish the stroke consonant S from that letter 
combined with a vowel, the S is expressed by a small 
s immediately followed by the vowel without a dash 
between the two, the syllable names being as fol- 
lows: sE. sA, sAH, for the large circle vowels, and 
si, se, sa for the small circle vowels. In pronounc- 
ing the syllables use the vowel sound and not the 
letter; thus, the sound of I as in it, e as in bet, a as 
in at, etc. 

Words with this combination of consonant and 
vowel are written in position the same as words with 
but a single consonant. Pronounce, spell in short- 
hand, and copy the following illustrative words five 
times. 

seat seen sage sin said sash 

sE-T sE-N sA-J si-N se-D sa-SH 



Cr- 



<f ' Q S 



i 



ELEVENTH LESSON 



57 



The nomenclature for S with the hook vowel is as 
follows: sAW, 6-0, sOO, for the large hook vowels, 
and so, su, soo, for the small hook vowels. In pro 
nouncing the sylables use the vowel sound 
the letter; thus, the sound of o as in lock, 
luck, oo as in look, etc. 



and not 
as 



u 



in 



sought 
sAW-T 



sewed 
sO-D 



some 

su-M 



such 
su-CH 



soot 
sOO-T 



2. 



READING EXERCISE 
To be read and copied five times 




,...^.„ 



'LM5> 



58 DAY'S STANDARD SHORTHAND 

Writing Exercise. — See Budget of Writing Exer- 
cises, Eleventh Lesson. 

Remarks to the Learner. — Prepare your writing 
exercise with such care that the teacher will have to 
make but few corrections. The better you under- 
stand the principles of the lesson the fewer correc- 
tions you will find, and the pleasure you will ex- 
perience on finding but few errors will compensate 
you for every earnest effort you put forth to make a 
"good showing" and to receive the commendation of 
your instructor. 



Questions for Review — Eleventh Lesson 
(98) How are the prefixes con, com, cog, coun expressed? 
Accom, how? (a) How are the parts of a word to be written with 
a colon between? (99) What is the suffix for ing and thing? For 
ings and things? (a) When there is only one syllable in the word 
how must ing be expressed? (100) How is the suffix shon ex- 
pressed? (101) What letters, when used as initials, must be writ- 
ten in longhand? (102) When standing alone how must one be 
written? (104) When an initial circle vowel is written on the re- 
verse side of a straight line consonant what letter is prefixed to the 
vowel? (105) Name the syllables with S prefixed to the large cir- 
cle vowels. With the small circle vowels. (106) Name the sylla- 
bles with initial S prefixed to the large hook vowels. With the 
small hook vowels. 



TWELFTH LESSON 



FINAL T AND D COMBINED WITH VOWELS 

Remark, — The combining of vowels and conso- 
nants with final circles, loops and hooks is another 
admirable method of shortening words and adding 
to the spead and ease in writing. 

107. Final Circle Vowels on the Reverse Side of 
Straight Consonants. — The circle vowels, including 
the diphthongs I and OU, written at the end of a 
straignt line consonant, but on the opposite or re- 
verse side, that is; moving the pen in the same di- 
rection as the hands of a clock move, adds t or d to 
the vowel; the circle being made large for the long 
circle vowels, and small for the short circle vowels. 

108. Nomenclature of T and D Combined , with 
Final Circle Vowels. — In the nomenclature, in order 
to distinguish the strokes T and D from their com- 
bination with a vowel, are expressed as a syllable in 
connection with the vowel, the small letter or lower 
case t and d being used, as follows: Et or Ed, At 
or Ad, AHt or AHd, for the large circle vowels, 
and it or id, et or ed, at or ad, for the small circle 
vowels, as illustrated in the following words. 

deed knit debt mate chat shout 

D-Ed N-it D-et M-At CH-at SH-OUt 



S> 



^ / A. 

59 



60 DAY'S STANDARD SHORTHAND 

109. Final Hook Vowels on the Reverse Side of 
Straight Consonants with Nomenclature.— The hook 
vowels at the end of a straight line consonant, but 
on the opposite or reverse side, also adds t or d to 
the vowel, the same as the circle vowels. The nom- 
enclature for these endings are as follows: A Wt or 
AWd, Ot or Od, OOt or OOd for the large hook 
vowels, and ot or od, ut or ud, oot or ood for the 
small hook vowels, as illustrated below. 

naught dote toot Mott jut shoot 

N-AWt D-Ot T-OOt M-ot J-ut SH-OOt 



/> 



J 



i 



110. Final Circle Vowels on Curved Consonants 
Made Into a Loop. — The circle vowels E, A, AH, 
made into a large loop, and the small circle vowels, 
i, e, a, made into a small loop at the end of a curved 
consonant, adds t or d to the vowel. 

The nomenclature for this combination of vowels 
and consonants is the same as that on straight con- 
sonants, Section 108. 

read fade paid writ let cat 

R-Ed F-Ad P-Ad R-it L-et K-at 



v^> 



r 



/ 



111. Final Hook Vowels on Curved Consonants 
Ending in a Dot. — In order to express t or d when 
final, and preceded by a hook vowel on a curved 
consonant, it is necessary to terminate the hook in a 
final dot; this is easily accomplished by a slight 
pressure of the pen on the paper the instant the 
hook is written and before the pen is removed from 



TWELFTH LESSON 6 J 

the paper. The nomenclature is the same as that on 
straight consonants, Section 109. 

bought vote loot lot cnt foot 

B-AWt V-Ot L-OOt L-ot K-ut F-oot 



^ 



L 



112. S Added to Finaf Circle Vowels on the Re- 
verse Side of Straight Line Consonants. — In adding s 
to a final circle vowel on the reverse side of a 
straight line consonant, the circle is made into a 
loop and the S added by simply extending the line 
from the point where the pen completes the circle. 
The direction of the short curved line added to the 
loop to express s will vary according to the conso- 
nant to which it is joined; it may even take an up- 
ward turn as in chats, or a backward turn as in 
dates. 

dates meets shades tides cheats shouts 

D-At-S M-Et-S SH-Ad-S T-Id-S CH-Et-S SH-OUt-S 

.=*=. dl A zt d. i 



113. S Added to Final Hook Vowels on the Reverse 
Side of Straight Line Consonants. — To final hook 
vowels on the reverse side of straight consonants to 
add t or d, add S by writing that letter (S) in any 
direction the most convenient. 

jots toads notes moods shuts juts 

J-ot-S T-Od-S N-Ot-S M-OOd-S SH-ut-S J-ut-S 



</ 



— Z? .^2 A </ 

114. S Added to Loops on Curved Consonants.- 



62 DAY'S STANDARD SHORTHAND 

To a loop on a curved consonant to express t or d 
add S by simply extending a short curved line from 
the point where the pen completes the loop; it will 
sometimes take a backward turn as in waits, or an 
upward turn as in fates. 



waits 


fates 


pads 


leads 


gets 


writes 


W-At-S 


?-At-S 


P-ad-S 


L-Ed-S 


G-et-S 


R-It-S 



^ a ^ ^f... I .rf 

115. S Added to Hook Vowels on a Curved Conso- 
nant Ending in a Dot. — Terminating a final hook 
vowel on a curved consonant in a dot (Section 111) 
to express t or d, S is added by enlarging the dot — 
making it heavier; but this distinction to imply S 
is seldom if ever necessary as the context is sufficient 
to determine whether S is to be added or not. 

pots boats votes loads yachts 

P-ot-S B-Ot-S V-Ot-S L-Od-S Y-ot-S 

CI ^ 6 ^£2 15 



116. Final ly and i Added to Loops. — Words end- 
ing in a loop to express a vowel with a final t or d, 
add ly or i by turning a small circle (the voweH) on 
the opposite side. 

lately ready tidy badly lightly madly 

L-At-ly R-ed-i T-Id-i B-ad-ly L-It-ly M-ad-Iy 

-—f- ^f = - J- 



TWELFTH LESSON 63 

READING EXERCISE 

To be read and copied five times. 



-= ^ — •-••- ^ =2 ~s ^ 

Z>. JL^2. ^2. <?....^>. -d d2 *^>. v^ 

_V« wa UL d ^ ^ .^ r .. .^.. 

...xJ2 *x 2. cl d =2 zi? J 

./-^~> *-(3 >^= jr. ^_^ v_^p ..„ _ 



^ J. I ± rf £ ^ ^..^. 

Sentences c ^5 ! i 1 * Z1+ /^ ..£... 

^10 ZZ2../.. °.._£.„^ =» c s { ^, 

s _....; ^/ c >==i =* ^ 

Jl.^ .. a C ~r:. x J -^. ^~^. ! 

...^ a C - C ?J.J! 1=1/ Ca — . 

...^o... ? 4l£a n c :=: zn fl : ^ 

..., bsc 4j? ^-e. C^ ^=xxJ.....L c=_:r._ 



64 DAY'S STANDARD SHORTHAND 

Writing Exercise. — See Budget of Writing Exer- 
cises, Twelfth Lesson . 

Remarks to the Learner. — If you should hire a 
man to make you a desk and in due time he should 
bring you something that did not look any more 
like a desk than a piano looks like a violin, you 
would quite likely say to him, "You don't know how 
to make a desk; you don't know your business." So, 
if a friend should ask you, "Can you write short- 
hand?" and you would say, "Yes, as far as I have 
learned the art," and he would then ask you to give 
him a specimen of your last lesson, and when it was 
shown him it proved to be very far from being a 
proper illustration of the principles, that the exer- 
cise was full of errors, he would probably say, "You 
don't know your lesson." Do you wish to avoid this 
embarrassing position? Well, you know how it can 
be done. 



Questions for Review — Twelfth Lesson 
(107) A final circle vowel written on the reverse side of a 
straight line consonant adds what two letters to the vowel? (108) 
Give the syllable name of the final large circle vowels written on 
the reverse side of straight line consonants. The syllable name of 
the small circle vowels. (109) Give the syllable name of the final 
large hook vowels written on the reverse side of straight line conso- 
nants. The small hook vowels. (110) How are T and D added 
to final circle vowels on curved consonants? (Ill) How are T and 
D added to final hook vowels on curved consonants? (112) How 
is S added to final loops? (113) How is S added to final hooks on 
the reverse side of straight line consonants? (114) How is S added 
to a circle vowel made into a loop? (115) If it is ever necessary, 
how may S be added to hooks ending in a dot? (116) How are ly 
and /added to final loops? 



THIRTEENTH LESSON 



PHRASE-WRITING. 

117. Definition of Phrase-Writing. — Many of the 
word-signs, because of their frequent recurrence, are 
joined; this is called phrase-writing. As three words 
joined can be written as quickly as two words dis- 
joined, the practice of phrase-writing should be com- 
menced at an early stage of your shorthand course 
and continued until you have formed the habit of 
joining the proper words as readily as they would be 
written separately. 

118. Simple Phrase-Signs. — The simplest phrase 
signs are made up of the common word-signs joined, 
but short words written in full may also be used in 
connection with the word-signs. 

119. Position of Phrase-Signs. — The first word of 
a phrase is written in its own position, the others 
following without regard to position; however, to 
add somewhat to legibility, the first word of a phrase 
may be written farther from or nearer to the line in 
order to bring the second word in its proper position 
also, and N for the word-sign "in" may be written 
shorter than the standard form for that letter as in 
the phrase-signs in-whicJt, in-charge. 

120. Method of Learning the Phrase-Signs. — The 

method of learning the phrase-signs is the same as 
that given for learning the word-signs. Each phrase 
should be written, in your note book, six or eight 
times, speaking the words of the phrase at the time 

65 



66 DAY'S STANDARD SHORTHAND 

of writing, and this practice should be continued 
until they can be written, without hesitation, and as 
quickly as they would be spoken by a good reader. 
The following is an illustration of phrase writing. 

Lam we-can give-you in-which has-been 



4 *- - £ 



shall-be give-him which-is in-charge we-shall-be to-this 

U ki / ? L_ 



t 



121. NOTES ON THE PHRASE-SIGNS 



(a) He and Should. — When standing alone he and 
should are written upward, but in a phrase for the 
purpose of better joining, may be written upward or 
downward. 



he-will should-he he-is should-be he-was 

...Cz^... d. 



< <=* i 



(b) The, Joined. — In order to join the frequently 
recurring word the it is necessary to change its form 
to that of a tick, a very short line, written in any 
slanting direction, upward or downward, to the pre- 
ceding word; the direction of the tick being the one 
that makes the sharpest angle. When preceded by 
F or V it is more easily written by giving it a slight 
curve. Where it is not convenient to join the tick 
to the preceding word it will be necessary to write it 
by its own sign, a dot above the line. 



THIRTEENTH LESSON 67 

for-the have-the give-the do-the in-the vvill-the 

£ C t =, ^ ^! 

(c) A, An, And, Joined. — The sign for a, an, and, 
is a short horizontal tick joined to the following 
word, and always takes the position of the word to 
which it is joined. When it. is not convenient to 
join the tick, the words must be written by their 
own sign, a dot on or below the line. These ticks 
are prefwed to the dash word-signs as illustrated be- 
low, and the same must be written over and over 
until they are thoroughly familiarized, noting care- 
fully the signs for to-the and to-a. This is in accord- 
ance with a reporting principle of frequently imply- 
ing to by writing the next word below the line. See 
the phrases to-give, to-you, to-have, etc. 

of-the of-a-an or-a-an but-a-an should-a-an ar,d-a-an 



JL. 



and-the to-the to-a to-give to-you to-have 



v * J * 7 

(d) Is, As, His, Has, Self, Us, Joined by S.— The 
words is, as, his, has, self and us may be joined to 
any word-sign by adding S, using the right or left 
oblique (slanting) S according to convenience of 
joining, as illustrated below. Selves may be joined 
by two'S's, called double S. 

of-his his-is myself give-us it-has ourselves 

> f ^ / 



68 



DAY'S STANDARD SHORTHAND 



(e) The Word-Sign "You" Inverted. — In a phrase- 
sign, when more conveniently joined, you may be 
reversed, and occasionally expressed as a hook, 
either initially or between words. No difficulty will 
ever be experienced in determining whether the sign 
is to read as a short hook vowel or the word "you". 
Note carefully illustrations below. 

your-Ictter you-are you-can your-check if-you-will 



y 



f 



PHRASE-SIGNS 



122. f A Short List of Phrase-Signs.— The following 
list of phrase-signs are simply words joined accord- 
ing to the principles of phrase writing presented in 
this lesson. Copy the signs as many times as may 
be necessary to enable you to write them readily, 
neatly and correctly from dictation. 

123. 

/ a-change 

• •■( and-have 

! and-if 

-jg at-first 

' I*. but-it 

J— can-be 

».«.^s ••• could-be 

. a 

did-you 




have-you-been 

he-did 



THIRTEENTH LESSON 



69 



- • I-am-sure 

»*• I-can 

....f^TT... I-did 
*■ I-havc 



7 



s* 



I-will 



in-each 



in-the 



it-is 



..^■C may-have 

.s^urrrr^.... may-have-been 

Ic^x.. shall-be 

</■ should-have 



...cC^.. 



they-will 



J 



( 
L 



they-will-be 

to-him 

to-you 

to-go 

to-have 

• ••• was-it 

& was-the 

...Ck> — <-r... we-have-your-letter 

—G-- "•••• you-do 

O you-have 

...us, — ^.... your-letter 

Q you-shall 

..Wtrrrr^.... you-will 
.i>Srrrrrrr>v. you-will-be 



Writing Exercise. — The above is a very short list 
of phrase-signs compared with the words that you 
will join in your future practice. The writing exer- 
cise contains a longer list, the shorthand signs for 
which you are to fill in for correction, and after they 
have been corrected you are to copy them as many 



70 DAY'S STANDARD SHORTHAND 

times as may be necessary to enable you to write 
them quickly from dictation. Extended remarks 
will be found in the Budget under Thirteenth 
Lesson. 

READING EXERCISE 
To be read and copied five times 



Phrase-Signs Q ^ ~ 

^T" /- S£^ ^— ^-n 

— — . ~L—^2 C^ CL* CS 

^- -t t^ & ^ =-* , 



Sentences *- — ^ ^-rrr^ *" — N ^T \ ^-^— ^ 



^ 



^/■••--^••v ^L^r±L <£ 3 ^ 

.^ /l.... c > > v_q.../.zz" rr: ? )....*=, 

<c .../ ,=^. - ) . . ki , , ,.*=. y ni I 

^^4 - > ^Af -f t >/■ 

i. J v _* a 2 . ^ .... > ^_^ k_ -1 

_ ¥/...£ < ^ L-yL^jL^, - :..<^ 

= ^--= ^/^...^....^-^: °*f 



THIRTEENTH LESSON 7 J 

To the Learner. — The necessity of a thorough un- 
derstanding of every principle presented in each 
advanced lesson cannot be urged too strongly. The 
experience of Charles Dickens, as given in his own 
language in "David Copperfield," will be the experi- 
ence of every learner of shorthand who only half 
masters the principles. It will be as impossible to 
make satisfactory progress in the art without 
thoroughly understanding the principles presented 
in each lesson, as it would be for a workman to build 
a house without the material to build it with. 



Questions for Review — Thirteenth Lesson 
(117) What is phrase writing? (118) What are the simplest 
phrase-signs? (119) Where is the first word of a phrase written? 
What is said about the word-sign "in" when joined? (121, a) 
How are he and should written when standing alone? (b) How is 
' 'the" joined to a word-sign? To which word is it joined? (c) 
How are the words a, an, and joined? To which word are they 
joined? In what way may to be implied? (d) What six words 
may be joined by S? (e) How may "you" be written? 



FOURTEENTH LESSON 



LENGTHENING 

124. The Principle of This Lesson.— In this lesson 
is presented the principle of lengthening — doubling 
the length of some of the consonsnts to add other 
letters and syllables, but those which are added are 
not always the same letter or syllable, but those 
which most frequently follow the letter which is 
lengthened. 

125. Letters Lengthened to Add L. — The follow- 
ing letters are lengthened to add I to the letter that 
is lengthened: J, CH, SH, F, V, K, G, Z, and the 
right-hand vertical S. The lengthening principle 
is also used in words where a slightly^ sounded vowel 
comes between the letter which is lengthened and 
the l f but long vowels and diphthongs must be writ- 
ten$ in which case the L must be written with its 
regular sign. 

126. SH Lengthened for "tional". — Lengthening 
SH also implies tional (pronounced shonel), as in 
national and additional. 

127. Names of the Letters Lengthened to Add L. — 
The names of the letters lengthened to add I are as 
follows: Jel, CHel^SHel, Fel, Vel, Kel, Gel, Sel, 
Zel and SHonel. 

Jelly bachelor bushel flee national additional 

Jel-i B-a-CHel-R B-oo-SHel Fel-E N-a-SHonel a-D-i-SHonel 



L ^3 -^n 



A 

72 



FOURTEENTH LESSON 73 

fickle gjo w apostle zealous slow evil 

F-i-Kel Gel-O a-P-o-Scl Zel-u-S Sel-O E-Vel 

j... d ^ } j. c 

128. M Lengthened. — Lengthening M about one- 
half expresses MN and MM with a short vowel be- 
tween the two consonants as in Min, Men, Mat), 
Mon, Mun, Mini, Mem, etc.. but a distinctly 
sounded long vowel or diphthong must be inserted, 
as in mean, main, mine, moan. 

many remain mention omen mean moan 

Men-i R-e-Men Men-shon O-Men M-E-N M-O-N 



129. NG Lengthened. — Lengthened NG expresses 
the sound NK as in bank, tank, etc., and is pro- 
nounced by prefixing to the NK sound the vowel 
preceding as illustrated below. 

sink junk lank bank pink crank 

S-iNK J-uNK L-aNK B-aNK P-iNK K-R-aNK 

4- -4- -^ ~C ^ \ 



130. W Lengthened.— Lengthened W expresses 
ich as illustrated in the words below. The syllable 
name (the nomenclature) of W lengthened is WH. 
speaking both letters as you do for SH, TH, etc. 

wheel whale whine whence whimsy 

WH-E-L WH-A-L WH-I-N WH-e-N-S WH-i-M-Z-i 

.._. v ^ W , ^ w k^ 



74 



DAY'S STANDARD SHORTHAND 



131, Left-Hand Vertical S Lengthened. — Length- 
ening the left-hand vertical S to the length of B orL 
expresses the tripple consonants str, with or without 
a short vowel between the s and t. The syllable 
name of this combination is Ster. 



strap 
Ster-a-P 



faster 
F-a-Ster 



Chester 
CH-e-Ster 



string 
Ster-i-NG 



strong 
Ster-AW-NG 



-± t - ( 



132. M Double-Length to Add P or B.— Making M 
about double its usual length adds^> or I to M. The 
syllable name is indicated by prefixing the vowel to 
the lengthened M and adding p or h as illustrated 
below. 



employ 
eMp-L-OI 



empower 
eMp-OU-R 



lump 
L-uMp 



vamp 
V-aMp 



embezzel 
eMb-Zel 



^ 



133. D Lengthened. — Lengthening D about one- 
third at the beginning of a word expresses det or dech 



detach 
Det-a-CH 



debtor 
Det-R 



detail deduct dedicate 

Det-A-L Ded-u-K-T Ded-i-K-At 



-^ 



134. Tual. — Words ending in tual, pronounced 
nearly like chualj are expressed by lengthening CH. 
the syllable name being CHel. 



FOURTEENTH LESSON 75 

actual effectual mutual ritual 

a-K-CHe! e-F-K-CHel M-U-CHe! R-i-CHel 

/ 



135. In writing a downward double length conso- 
nant in the first or second position it will be neces- 
sary to begin the letter farther above the line than 
for a fall length consonant. For the first position it 
is well to begin the letter just at the lower edge of 
the line above. 

READING EXERCISE 
To be read and copied five times 



?. J. ^ 1 1 2 i 4 

-<£ «=^ -^ ^ ^q q= 

fd f —y *- 

^ j <^s> ?rC CZl 

£ - — ~^-~/ : ' t 



Sentences ( 



/ < ?■/ ' ™ x ? =, -\l 



76 DAY'S STANDARD SHORTHAND 

Writing Exercises. — The writing exercises will be 
found in the Budget of Writing Exercises, Four- 
teenth Lesson. 

Remarks to the Learner. — Do not get the impres- 
sion that you can learn shorthand by simply "glanc- 
ing over the lesson," that the principles will in some 
way become fixed in mind without effort on your 
part; if you do you will be disappointed, for you 
will find that you will have the work to do over 
again, providing you did not thoroughly master the 
principles as they were presented. Take this lesson 
as an illustration and note what is to be done. Re- 
peat over again and again what letters are length- 
ened to add l\ what is added to NG by lengthening; 
left-hand vertical S lengthened expresses what three 
letters, and so on with all the letters that are 
lengthened. It only requires a comparatively short 
time to fix these principles in mind, but just as im- 
portant and necessary is the illustrating of these 
principles in much writing, and here we ask, "Are 
you doing this?" If not, whose fault is it? Do not 
blame your teacher; he can only direct. The real 
work must be done by the learner. 



Questions for Review — Fourteenth Lesson 
(124) What principle is presented in this lesson? (125) 
What letters are lengthened to add / ? What form does S take to 
add /"? Ans. It is written vertical [straight up and down] and 
lengthened. If a distinct vowel sound comes between the length- 
ened letter and the I how must these letters be written? (126) 
In addition to the I what syllable is added to SH lengthened? (127) 
Give the syllable name of the letters lengthened to add l. (128) 
Lengthening M about one-half expresses what letters? Ans, M 
and N or M and M with any short vowel between; but if it is a 
long vowel the letters must be written in full. (129) Lengthening 
NG adds what letter to NG? (130) Lengthening W adds what 



FOURTEENTH LESSON 77 

letter to W? (131) What three letters does the left-hand 
vertical S express? Give the syllable name of the three letters 
expressed by this sign. (132) Lengthening M about double its 
usual length adds what two letters to M? (133) What two sylla- 
bles are expressed by lengthening D about one-third? How is the 
syllable tual expressed? Ans. By lengthening CH to add I, a 
syllable sounding nearly like CHel. (135) What is said about 
double length consonants of the first and second position written 
downward ? 



FIFTEENTH LESSON 



WORD-SIGNS OF ONE CONSONANT STROKE WITH VOWELS, 
AND LENGTHENED CONSONANT W 7 ORD-SIGNS. 

Remark. — In this lesson is presented a list of 
word-signs made up of one consonant with vowels, 
together with a few word-signs of lengthened conso- 
nants. The ease of learning the list is apparent by 
noticing that, with rare exceptions, the sign for the 
word is represented by the first two or three letters 
of the word, and in most cases the position is deter- 
mined by the first vowel. 

136. — Method of Learning the Signs. — The simple 
and easy method of learning the word-signs has 
already been given, but the necessity of having a 
system, a method of learning the signs, we here re- 
peat it: First, pronounce the word, then spell it in 
shorthand and write the sign at the same time; thus, 
about, a-B 3 , writing a w T hole line in your note book 
of that one word, to be followed by acknowledge- d, 
a-K 3 , pronouncing, spelling and writing a whole line 
of each word until one column is finished, then 
cover the printed words with a slip of paper, reverse 
the process by first spelling the shorthand sign then 
pronouncing the word for which the shorthand sign 
stands; thus, a-B 3 , above; a-K 3 , acknowledge; a-D , 
advertise- ed-ment, and so on with all the signs in the 
column, over again and again until the proper word 
for the sign can be spoken without hesitation. 

If you find it necessary to remove the slip fre- 

78 



FIFTEENTH LESSON 79 

quently in order to ascertain what word the sign 
represents is evidence that further practice in writ- 
ing the list is necessary, and you should go over 
them again, or as many times as may be necessary 
to enable you to speak the proper word for the sign 
as soon as you see it. 

137. Notes on the Word-Signs.— (a) The word- 
signs somewhat, whoever, whatever and herewith are 
formed by simply joining the tw T o words of which 
they are composed. 

(b) Usually and equally would be expressed by 
adding the vowel i to these words. 

(c) Con, com, cog, court as prefixes, and ing as a 
suffix means the expressing of these syllables by a 
dot. 

(d) When joined to a vowel N and M (up strokes) 
are more easily written by giving more than the or- 
dinary slant to N and M. 

(e) Note that a double length consonant written 
downward in the first position is better written by 
placing the pen just at the lower edge of the line 
above, or it may even begin a trifle above that line; 
and double length letters in the second position may 
extend just below the line of writing; see equal, 
fall, follow, first position, and fellow, usual, history, 
second position. 

(f ) Before beginning to learn the word-signs pre- 
sented in this lesson make up your mind that you 
are going to learn them perfectly ; there are but ninety 
signs and you should keep to your task until you 
can write them, from dictation, neatly and correctly, 
in three minutes. 

(g) For convenient reference the first word under 
each alphabetical letter begins with a capital letter 
and is printed in full face type. 



80 



DAY'S STANDARD SHORTHAND 



■J-; 



V_0 





138. WORD-SIGNS OF ONE CONSONANT STROKE WITH 
VOWELS. INCLUDING LENGTHENED CONSONANTS. 



body, W-o 
Care, K 3 -a 
collect, Kcl 2 
conclude, con^Kel 2 
Doctor, D 2 -o 
done, D 2 -u 
down, D 2 -OU 
duc-ly, D 2 -U 
during, D 2 -U-ing 
Equal-ed, E-Kel 1 
every, V 2 -i 
everything, V ] -i-ing 
Fall, fill, Fel 1 
favor-ed, F 2 -A 
fell, Fel 2 
fellow, Fel 2 -0 
follow, Fel ] -0 



^. About, a-B 3 

-/ acknowledge-d, a-K 3 

■ ■/■ acquire, a-K 3 -I 

advertise-ed-ment, 

a-D 3 

.f after, half, a-F 3 

/° afternoon, a-F 3 -00 

f- agent, A-J 2 

allow, a-L 3 -OU 

also, AW-S 2 
although, AW-TH 3 

any, N 2 -i 
anything, N 2 -i-ing 



... f . 



....... arrange-ed-ment 

^ a-R s -A 

arrive-ed-al, a-R 3 -i 



■ f- assure, a-SH 3 

....^ aware, a-W 3 -a 

Beauty, B 2 -U 



_ 
4 



X. 



FIFTEENTH LESSON 



81 



c. 

/ 

......j.. 

f~ 

%r*f.. 

•f: 

6 



forenoon, F 2 -0 

full-y, Fel* 

Glad, Gel 3 

Half, after, a-F 8 

her, e-R 2 

herewith, R^with, 

joined 

highly, I-LM 
hope, O-P 2 
history, i-Ster 2 -i 
Immediate-ly, i-M 1 - 
influence, N 2 -Fel 
I-will, I-L 1 
Jury, js-oo 
Like, L ! -I 
little, LMt 
Man, Man 2 
men, Men 1 



memory, memoran- 
dum, Mem 2 -0 

Name-ed, N 2 -A 



Object, o-B 1 

—c/- one, OO-N 8 

opposition, o-P^O 



• -<^) Position, P 2 -0 

•••^> power, P 2 -OU 



,.v^£?. ... 



1 






L 

L 

_j0 



part, particular, 

P 8 -AHt 

Return, R 2 -et 

regard, R ] -e 

Sell, Sel 2 

some, su-M 2 

soon, soo-N 8 

somehow, su-M 2 -OU 

something, su-M 2 -ing 

somewhat, 

su-M 2 -"what" 

strong, strength. 



Ster 2 



such, su-CH 2 
Take, T 2 -A 

4 that, THla 

L them, TH 2 -e 



82 



DAY'S STANDARD SHORTHAND 



/. thousand, TH 3 -OU 

~3 told, T 2 -0 

^ Under, u-N 2 

1 usual-ly, Shel 2 

/• Value, Vel 8 

». very, V 2 -e 

? 



Whatever, 



'wha^'-V 1 



■ &-■ when, e-N 2 

(*? whenever, 

' "when," V joined 



Sap... where, W 2 -a 

V... wherever, 
"where," V joined 

while, I-L 1 

?' whoever, 
a "who," V joined 

wish-cd, i-SH 1 

^ without, TH 2 -OU 



woman, OO-Man 2 
women, OO-Men 1 



READING EXERCISE 
To be read and copied five times 




FIFTEENTH LESSON 83 

la~^ s £ r' 

w£ s. ra^Jf fcr< .J. 5^. I ' <rrs> "r^l..e>/ 

c ^ 



£ ^-/ i ^ ^ or 



J! ^ a • <£l* /(... ^ 

=?. *= v v c^c > = 

1 . 1 s t., r -°,^ ^ ^ £*. <L^/ 



Writing Exercise. — See Budget of Writing Exer- 
cises, Fifteenth Lesson. 

To the Learner. — It is estimated that about six 
hundred words make up ninety per cent of the 
words used in ordinary correspondence. Whether 
this estimate is correct or not; it is true that a very 
large part of all words written in shorthand are 
word-signs, and for this reason it is absolutely neces- 
sary that the signs be learned perfectly. As this is 
a lesson made up wholly of word-signs it is a proper 
place to make this fact emphatic and impress upon 
you the necessity of becoming so familiar with the 
signs that you can write them, from dictation, in 
three minutes without a single error. 

Are you pursuing the method outlined for learn- 
ing the signs? If you are, two or thrse hours' 
practice, good, hard, patient, faithful work should 
enable you to write every word without hesitation. 
This does not mean that you are to put in this time 
in continuous practice, but if you can, so much the 
better. 



84 DAY'S STANDARD SHORTHAND 

Questions for Review — Fifteenth Lesson 
Give, in your own language, the method outlined for learning 
the signs. How are some of the word-rigns formed? Arts* By 
joining two word-signs as in ' 'somewhat," c 'whoever," etc. 
(137, b) How would "usually" and "equally" be written? (c) 
What four prefixes arc expressed by a dot? How is trig as a suffix 
expressed? (d) When a vowel is joined to N and M how may the 
ease of writing be increased? (e) At what point may the pen be 
placed when writing downward a double length consonant of the 
first position? Where may a double length of the second position 
end? Ans. Just below the line of writing. 



SIXTEENTH LESSON 



t 



SHORTENING. — PHRASE-SIGNS 

139. The Principle of this Lesson, — Another prin- 
ciple of abbreviation is that of shortening — making 
some of the consonants one-half their usual length 
to add R to the letter shortened. This shortening 
principle enables us to write long words with outlines 

t little longer than those for short words. 

140. Letters Shortened to Add R and Syllable 
Name. — The letters which are shortened to add R 
are the following:, J, CH, SH, V, G. The syllable 
names of the letters shortened are: Jer, CHer, 
Sffer, Ver, Ger. 

badger poacher voucher Gregg shriek 

B-a-Jer P-O-CHer V-OU-CHer Ger-e-G SHer-E-K 

^1 ~> f i J 



J 

141. Ture. — Words ending in ture, pronounced 
generally like chur, are expressed by shortening 
OH, the syllable name being CHer. 

feature fracture creature lecture 

F-E-CHer F-R-a-K-CHer K-R-E-CHer L-c-K-CHer 



Y 



142. Ed, Ded, Ted.— The syllables ed, ded, ted, 
terminating words, are expressed by shortening T, 

85' 



86 



DAY'S STANDARD SHORTHAND 



that is, making that letter about one-fourth its usual 
length. 



waited loaded 

W-A-Ted L-O-Ded 



V. 



mended wasted heated 

Men-Ded W-A-S-Ted H-E-Ted 



V 



143. Short List of Words Written in Full.— The 

following is a short list of frequently recurring 
words written in full. They are not word-signs, 
neither are they to be learned as such, but recurring 
frequently in any kind of dictation it is well to write 
them over a number of times in order to become 
perfectly familiar w T ith the outline and position. 

(a) Two of the words in the list below are word- 
signs formed from the shortening principle, larger, 
JerS, and great, Ger 2 , and this is better written on 
the line to readily distinguish it from these, written 
above the line. 

(Id) The half-length letters of the third position 
are more conveniently written by placing the pen on 
the line and letting the consonant extend below the 
line of writing, as in agree and larger. 

LIST OF FREQUENTLY RECURRING WORDS WRITTEN FULL 



>'% again, a-G 3 -N 

...-£ agree, a-Ger 3 -E 

<£ any, N 2 -i 

-. ^j...... await, a-W 3 -At 

..... doubt, D 2 -OUt 




..(p.. 

4 






s° 



..A... 






.^.. 



house, OU 2 -S 
. judge, J 2 -u-J 
. knew, N 2 -U 
. known, N 2 -0-N 

• larger, Jer 3 
. let, L-et 2 

. made, M x -Ad 
. mere, M J -E-R 

• mention, Men 2 -shon 
. might, M*-It 

. month, Mun 2 -TH 

• nature, N 2 -A-CHer 

• near, N*-E-R 
. new, N 2 -U 

• none, N 2 -u-N 



SIXTEENTH LESSON 



87 



o* 



now, N 2 -OU 

on, o-N 1 

onto, o-N "to" 



joined 



., ought, AW-T 1 

.*•*£ own, O-N 2 

./?...-.. over, O-Ver 2 



b 



(> 



read, R ! -Ed 

right or write, R ! -It 

she, SH ] -E 



these, TH J -E-S 

tf this, TH 2 -i-S 

(p... they, TH 2 -A 

£^ up, u-P 2 

!p • voucher, 

V 2 -OU-CHer 

% £~s.-. whole, H-O-L 2 



SPECIAL PHRASE-SIGNS 



144. We, With, Were, Joined as a Hook.— When 
it is not convenient to express ice, with, tvere by a 
semicircle joined at an angle, they at*e written as an 
initial hook to the following word, but when so 
written they must occupy their proper position, 



88 DAY'S STANDARD SHORTHAND 

above the line for we and with and on the line for 
were. 

(a) In order to distinguish with me from with him 
it is necessary to reverse the sign for with in the 



phrase with him and with our is written be- 
low the line 

we will we are we did we know we may 

with me with my with it with him with our 

were not were it were it not there were not 

££ fe ^ C^ 

145. Position of I, We, You when Joined to Did, 
Do, Had. — When the pronouns /, we and you, be- 
ginning a phrase, are joined to the word-signs did, 
do, had, these pronouns must take the position of 
the word to which they are joined. The above is 
the only exception to the rule that the first word of 
a phrase is written in its own position. 

you did I do we had we do I had you had 



SIXTEENTH LESSON 89 



146. Joining the Semicircle Word-Signs,— Repeat- 
a right or left-hand semicircle word-sign adds to the 
sign repeated another semicircle word-sign. 

we were what would were we would we with what 



147. It, Expressed by a Final Vowel. — In the 

seven phrase-signs given below, it is expressed by 
the final vowel i turned on the reverse side of the 
straight line word-signs; this is in accordance with 
the principle of implying t and d as illustrated in 
Section 107, which see. 

at it in it know it did it do it had it which it 

H ^ ZZ ^ d 



148. What and Would Joined by a Final Hook.— 

The semicircle word-signs ivhat and tvould are joined 
as a final hook, written on the reverse side of the 
word-signs of, to, or, but, he, it, and the horizontal 
tick for and. This is in accordance with the princi- 
ple of implying t and d as illustrated in Section 109, 
which see. 

of what to what or what but what 

b J 

: .* : J - 



he would [upward] it would and what and would 



149. All and Our. — The frequently recurring 



90 DAY'S STANDARD SHORTHAND 

words all and our may be expressed in a phrase by 
joining to a word-sign the vowel AW for all and the 
diphthong OU for our. 

by all at all of all to all for all in all 

c 






of our in our by our for our give our at our 



V? 



J> ^ /T e> 



£... 



-J2> 



150. The Phrase May-be. — The principle of 
doubling the length of M (Section 132) to add b to m 
is used as a special phrase for may be. 

we may be I may be you may be they may be 



LS 



Note. — The special phrase-signs of this lesson 
must be memorized the same as if they were a list of 
w T ord-signs, and to, this end it will be necessary to 
write them over many times and the words repre- 
sented by the sign pronounced at the time, the sign 
is written. 

READING EXERCISE 
To be read and copied five times. 






_-3 — £> 



SIXTEENTH LESSON 91 



ZUl 



j * v ^ /i x :i..*A 



Writing Exercise. — See Budget of Writing Exer- 
cises, Sixteenth Lesson. 

To the Learner. — The copying of every illustrative 
word at least five times — ten times would be better 
— must not be neglected. Familiarity with, and 
skill in tracing every new outline is absolutely nec- 
essary. Beginners are sometimes in the •habit of 
writing the easy combinations the designated num- 
ber of times, but ''skip" the more difficult ones; this 
is not as it should be, but every outline, whether 
difficult or not, should be written many times. 



Questions for Review — Sixteenth Lesson 

(139) What principal of abbreviation is presented in this lesson? 
(140) Name the letters shortened to add R. Give the syllable 



92 DAY'S STANDARD SHORTHAND 

name. (141) What is the syllable name of words ending in tare? 
(142) How are the syllable names ed, ded, ted expressed? (143, a) 
What is the word-sign for f 'larger"? For "great"? (144) Wha t 
three words are somtimes joined as a hook? (a) How is the word- 
sign "with" written when joined to "him"? Ans, Reversed, 
opening to the left. In what position is the phrase "with our" 
written? Ans, Below the line. (145) What is said about the pro- 
nouns I, <we, you when joined to did, do, had ? Ans, The pro- 
nouns must take the position of did, do, had, (146) Repeating a 
semicircle word-sign adds what? Ans, Some other semicircle word- 
sign. (147) How may it be expressed on a straight line consonant? 
Ans, By reversing the vowel i at the end of a straight line. (148) 
What and would are expressed by a final hook on what seven word- 
signs? (149) In a phrase how may all be expressed? By what 
diphthong may our be expressed? (150) How is the phrase may 
be expressed? 



SEVENTEENTH LESSON 

LIGHT CONSONANTS SHADED, SHADED AND LIGHT TICKS. 
PHRASE-SIGNS. 

151. Light Consonants Shaded.— Another modifi- 
cation of some of the consonants to secure brevity is 
that of shading some of the light consonants to add 
another consonant, but the letter which is added by 
the shading is not one uniform letter, but, as in the 
case of all letters modified, the one which most fre- 
quently follows the letter. 

152. T, D, P, B, Shaded to Add L.— Shading T. 
D, P, B adds I to these letters. The syllable names 
of the strokes shaded are Tel, Del, Pel, Bel. There 
is frequently a short vowel between the letters 
shaded, 'but a long vowel or diphthong must be in- 
serted, as in deal and bail. 

kettle paddle delight deal bail 

K-e-Tel Pa-Del Del-It D-E-L B-A-L 



play label fable apple hobble 

Pel-A L-A-Bel F-A-Bel a-Pel H-o-Bel 



-JL 



15:>. R and L Shaded to Add T and D.— Shading 

R and L adds t or <l to these two letters. The 110- 

93 



94 DAY'S STANDARD SHORTHAND 

menclature of these letters shaded are spoken as one 
syllable; thus, art, ard, elt, eld, according to th 
letter implied by the shading. 

court hard wild old colt 

K-O-art H-AH-ard W-I-eld O-eld K-O-elt 



Lu. 



^" <^S. <^v^. 

Note.— The shading of P, B, T, D, R and L is 

easily done by turning the penholder to the left, 
giving it a rolling movement with the thumb, just 
enough to bring the point of the pen flat upon the 
paper, it is then in a position to readily shade a line 
drawn to the right. This movement is not neces- 
sary when writing with a pencil as all that is re- 
quired is a little firmer pressure in making the 
shaded line. 

154. Shading TH to Add R.— Shading the conso- 
nant stroke TH adds r, and when pronounced as a 
syllable is called THer. 

father whether mother throw 

F-AH-THer WH-e-THer M-u-THer THer-O 



i V 



^i L 



155. — SH Shaded. — Shading SH represents the 
sound Zher as heard in measure, treasure, etc. 

measure leisure pleasure closure 

M-e-Zher L-E-Zher Pel-e-Zher Kel-O-Zher 

A '^± 3 fl 

SHADED AND LIGHT TICKS 

156. The Ticks.— The word "tick" as applied to 



SEVENTEENTH LESSON 95 

shorthand means a very short line, light or shaded, 
to express a combination of two consonants, or a 
syllable. 

157. The Shaded Slanting Tick.— A shaded tick, 
left oblique slant, written downward expresses the 
combinations pr and br, and the syllables per and 
ber, or similar sounds as bor in labor, par in parabh) 
etc., but in every case the syllable name is per or 
ber. It is allowable to use the right oblique tick 
when an easier joining is secured, as in percale, 
perdition, etc. 

pride brought labor permit lumber leper 

per-Id ber-AWt L-A-ber per-M-it L-u-M-ber L-e-per 



.2=L 



v* 



158. The Shaded Tick Added to NG.— The shaded 
slanting tick added to NGr expresses the syllable ker 
and ger; the slant always being the right oblique. 

flanker linger hunger winker anchor 

Fel-aNG-ker L-iNG-ger H-uNG-ger W-iNG-ker aNG-ker 

i ^ *. v v 

159. Vertical Shaded Tick.— Vertical shaded ticks 
express the combinations tr and dr, and the syllables 
ter and der, and by the advanced writer may also be 
used for tor and dor, but in every case the syllable 
names are ter and der, 

trade drop fetter ladder, tornado chatter 

ter-Ad der-o-P F-e-ter L-a-der ter-N-A-D-O CH-a-ter 



i =f *&H 



Y 



96 



DAY'S STANDARD SHORTHAND 



160. Slanting and Vertical Ticks Lengthened — 

Lengthening the left oblique shaded ticks per and 
her, and the vertical ticks ter and der, adds I. The 
syllable names of these ticks are prel, brel, trel, drel. 



April 
A-prel 

S 



liberal 
L-i-brel . 



-\ 



corporal 
K-AW-R-prel 



hx 



umbrella 
u-M-brel-a 



central 
seN-trel 

4 



material 
M-a-trel 



federal 
F-eTdrel 

f 



literal 
L-i-trel 



161. Light Ticks for Pre and Pro.— The syllables 
pre and pro, long or short E, long or short O, are 
expressed by a light tick written downward, left 
oblique, pre being written above the line when it be- 
gins a word, and pro on the line; When easier 
joinings are secured the right oblique tick can be 
used as illustrated in program and precept. 



prevail 
pre-Vel 

<L... 



prejudge 
pre-J-u-J 



f 



protection 
pro-T-e-K-?hon 



-f- 



program 
pro-Gcr-a-M 



precept 
pre-S-e-P 



y- 



K 



SPECIAL PHRASE-SIGNS 

Remark.— The phrase-signs presented in this les- 
son are called "special" because they are not made 
up of simple word-signs joined, but are varient forms 
made necessary by disjoinings or by the omission of 
some of the words composing the phrase. 

162. Ing-The. — Disjoining the tick for the (a 
light slanting tick) at the end of a word, expresses 
ing and a following the. 



SEVENTEENTH LESSON 97 

doing the having the making the paying the 

-^./ - c - ^- ^+ 



163. Ing-A-An. — Disjoining the tick for a or an 
(a light vertical or horizontal tick) at the end of a 
word expresses ing and a following a or an. 

getting an doing a having an changing a 

J, — C i 



164. Of-The. — The phrase of the occurring be- 
tween two nouns may be implied by writing close 
together the two words between which the phrase 
occurs; however, this principle of nearness cannot 
be used when one of the words is a dot, dash or 
semicircle word-sign. 

close of the week some of the people your letter of the 4th 



i* 



165. To Implied. — To may be implied by writing 
the next word below the line of writing. The letter 
or word following the "to" must be a doivn or a 
horizontal stroke, and words so written are said to be 
in the fourth position. 

to give to you to do to have to see 



) " = === ( I 

166. Omission of Words— Varient Forms. — The 
advanced writer may safely omit any word in h 
phrase that must and naturally will be supplied to 
complete the sense. 



98 DAY'S STANDARD SHORTHAND 

hand in hand more or less from day to day from time to time 

C-^ 5 C...- — 



(a) Your attention is called to the following 
phrases as an illustration of varient forms and omis- 
sion of words; thus, to is omitted and you is ex- 
pressed as a hook in the phrases, in-reply-to-your- 
letter, in-reply-to-your-favor; in we-are-in-receipt-of- 
your-letter, we-are-in-receipt-of-your-favor, of, in 
and your are omitted, and in the phrase I-assure-you 
the circle vowel in assure is enlarged to prefix / to 
the vowel. 

LIST OF SPECIAL PHRASE-SIGNS 

~~tf- I beg to enclose 

' v^xT * nave to inform you 
in reply to your favor 



as soon as 



k- 

fa as soon as possible 

6 — {-••••. as well as 

••• *"••••{ dear sir 

• •• -a,.., eighth instant 

/Of* facts of the case 

U- first instant 

I am in receipt of your 



I am in receipt of your 
favor 

I am in receipt of your 
letter 



g i 



assure you 



..Or*., 



f 



in reply to your letter 

in regard 

in reply to your 

in reply to our 

in reply would say 

yours truly 

you wish 

we are in receipt of 
your 



SEVENTEENTH LESSON 



99 



y.... 



.. we are in receipt of 
your favor 

• we refer 



/ we regret to say 



we wish 



READING EXERCISE 
To be read and copied five times 



^ — ^ 



Mcr 



<o <?^\ ^-^ l^^\ 



L >. 



f 



1/.. ^ -e i 



4 



H ^ 



r 

/ ==PJ. ^£.- i=f! ^J ./^. l/s^i^ 

*£f hz r* i£ :.^. 

=XJ- ^ 



•^ *+ 



^ 



Sentences 



o 



~~£pZ f Q? 

^...^ ? *^JL L^ C 



w 



.._?._ 



•{- 



1Z../L 



.*.-.? a " n ? ^ ik I....A/. s^_ 

s — t- - f -■■■/■ Q 



-f .(. 



T- 



^r 



J 00 DAY'S STANDARD SHORTHAND 

Writing Exercise. — See Budget of Writing Exer- 
cises, Seventeenth Lesson. 

To the Learner. — The learner who shirks the labor 
necessary to thoroughly master every principle pre- 
sented in this lesson, and apply the same in writing, 
may safely conclude that he has not the necessary 
qualifications to succeed in shorthand, or any other 
profession where close application and faithful study 
are the elements of success. He who has no ambi- 
tion, who does not desire to make something of him- 
self, to become proficient in some one thing and able 
to do that one thing well, will find himself distanced 
in the race by those possessing these qualifications, 
for success, which after all is only the desire to suc- 
ceed, a determination to succeed, and the will power 
to set himself to the task before him. Mental lazi- 
ness is more to be deplored than physical laziness. 



Questions for Review — Seventeenth Lesson 

What two principles of abbreviation are presented in this les- 
son? (152) What four letters are shaded to add I ? (153) What 
two letters are shaded to add t and d ? (154) Shading TH adds 
what letter? (155) What syllable is expressed by shading SH? 
(156) Give the definition of "tick" as applied to shorthand. (157) 
The left oblique shaded tick expresses what letters and what sylla- 
bles? (158) What two syllables are expressed by the shaded tick 
added to NG? (159) The vertical tick shaded expresses what 
letters and syllables? (160) Lengthening the shaded ticks adds 
what letter? Give the syllable names of the lengthened shaded 
ticks. (161) The left oblique light tick expresses what two 
syllables? Which is written above the line? Which on the line? 
(162) How is ing-the expressed? (163) How is ing-a-an ex- 
pressed? (164) How may the phrase of -the be implied? (165) 
How may to be implied? (166) What may the advanced writer 
do in regard to the omission of words? 



EIGHTEENTH LESSON 



LIST OF WORD-SIGNS CONSISTING OF SHADED CONSO- 
NANTS AND SHADED TICKS. 

169. Presented in Three Sections. — As a matter of 
convenience in learning the word-signs of this lesson 
the list is presented in sections, the shaded strokes 
in the shorthand order, and the tick signs in the 
three position order, followed by a list made up of 
both shaded consonants and ticks, in the common 
alphabet order. 

170. Remarks on the Word-Signs. — (a) When the 
ticks are written in the third position it is better, on 
account of their being very short lines, to write 
them so that they will just touch the lower side of 
the line of writing as illustrated in the list below. 

(b) The circle and hook vowels when joined to 
the ticks are smaller than when joined to a full length 
consonant. 

171. Derivatives. — Many derivative words are 
formed by prefixing or adding a letter or syllable to 
the word-sign; thus, to the word-sign proper prefix 
i-Mior improper; to order add D for ordered; to 
prepare add shon for preparation; to true add TH 
for truth, and F ior truthful; to deliver add i for 
delivery; to appreciate add shon for appreciation, etc. 

You should bear this principle in mind, and make 
use of it in your future practice, as hundreds of 
words are written by simply prefixing or adding a 
letter or syllable to word-signs or to primitive words 
written in full. 

101 



J02 



\ 



DAY'S STANDARD SHORTHAND 
SHADED CONSONANT WORD-SIGNS. 
...N*rf£.... word, ard 2 
..^w**T... world, eld 2 



till, Tel 1 

tell, it-will, Tel 2 

until, Tel 3 

settle-ed-ment, 

se-Tel 2 

deliver-ed, Del 2 



please, Pel 1 
pleasure, Zher 2 
lord, ard 1 

SHADED TICK WORD-SIGNS. 



I 

I. 
I. 



their, there, they-are, 
THer 2 



author-ity AW-Ther 1 
either, E-THer 1 
other, u-THer 2 
(j through, THer 3 -00 



proper, propriety, 



per 1 



\ principle-pal, per 2 

\ number-ed, ber 3 

opportunity, o-per 1 
prepare-ed, per'-E 

■»* separate, se-per 2 

••■* appear, a-per 3 






"k appreciate-ed, 

*> a-per 3 -E 

•a appropriate-ed-ation, 

}> a-per 3 -0 



order, der 1 

t direct-ed, der 2 



1 



true, ter 3 

consider-ate, se-der 1 
attract-ed, a-ter 3 



EIGHTEENTH LESSON 



103 



172. 



WORD-SIGNS OF SHADED CONSONANTS WITH 
SHADED TICKS JOINED 



...C 
...J.... 

■A- 

J...... 

■>■• 



barrel, ber*-a-L 

determine-ed, 

D-ter 2 -Men 

enter, N 2 -ter 



farther, further, 

F 2 -R-THer 

forward, F 2 -ard 



important-ance, 

M ! -per 

member, remember, 
M 2 -bet 

improve-ment, 

M 3 -per 

matter, M 3 -a-ter 
material, M 3 -a-trel 
perfect, per 2 -F 
perhaps, per 2 -S 
place, pel 2 -S 



(J practice-ical, 

-^ rh per^-a- 



K 

practicable, 

rh per?-a-K-B 

prefer-red, per ! -F-R 

probable, per^B 

•••^^ propose, pro 2 -P-0 

••> purchase, per 2 -CH-S 

•••V^> purpose, per 2 -P-S 

.-*&• telegram-graph, 

Tel 2 -e-G 

• •••> therefore, Ther 2 -F 

....V\. tl-i*»r/»in Th#»r2_ 



therein, Ther 2 -N 

> Thursday, Ther 2 -S 

.....It- . -,..— ... toward, ter 2 -D 
.....Vrrv... trouble, ter 2 -B<?/, 



READING EXERCISE 
To be read and copied five times. 



Sentences 



JL 



1 



i i * £ _£_ 



/V 



./ M:. 



J 04 DAY'S STANDARD SHORTHAND 




'^ ** ^ >-/" 



Writing Exercise. — For the Writing Exercise see 
Budget of Writing Exercises, Eighteenth Lesson. 

To the Learner. — We have already said, and re- 
peat it here for emphasis, that there is no method of 
study that will obviate the necessity of learning the 
word-signs; "they are the back bone of reporting,'* 
as one author has expressed it, and the work of 
learning the lists as they are presented should claim 
your attention. The author, Selby A. Moran, says: 
;; At least one-third of the work of learning shorthand 
consists of thoroughly mastering the word-signs.'* 
And Moran is right. Now comes the question, 
What is the best method of doing it? 



EIGHTEENTH LESSON J 05 

The great English statesman, Gladstone, says: 
"The man with a method accomplishes more in a 
week than the hard-working man without a method 
will in a month," and the truth of this applies forci- 
bly to the learning of the word-signs. The method 
has been given (tenth lesson), and if you are follow- 
ing it you will find the learning of the signs a 
comparatively easy task. 

There are but fifty-five word-signs in this lesson 
and you should practice writing them until they can 
be written, from dictation, neatly and correctly, in 
one minute and a half. 



NINETEENTH LESSON 



COMBINED CONSONANTS. 

173. Meaning of the Term Combined Consonants. 

— The term ''combined consonants" means the rep- 
resenting of two or more consonants by a single 
stroke of the pen, sometimes repsesenting syllables 
and sometimes consonants only. Illustrations of 
combining consonants have already been given as in 
the shading of R and L to add t or d, lengthening 
certain letters to add I, etc. 

174. Def, Dev, Div and Tiv.— The letters df, dv, 
tv, with a short vowel between the two consonants, 
although not always forming a complete syllable, is 
expressed by slanting D downwards. With rare 
exceptions tive is a syllable ending words. 

defeat devote divide edifice native 

Def-Et Dev-Ot Div-Id e-Def-i-S N-A-Tiv 



\ 



175. Combined Consonants NT, MT, ND, MD.— 

The combined consonants nt, mt, nd, md, are ex- 
pressed by joining NT and MD without an angle; in 
appearance the sign is like the letter P except that 
it is always written upwards 

176. Syllable Names. — In the nomenclature these 
syllables or combinations of consonants are pro- 
nounced as one syllable and are indicated by placing 
the proper vowel before the NT, MD; thus, eNT, 

106 



NINETEENTH LESSON J 07 

eMT, eMD, AMD, EMD; e being the small circle 
vowel, A and E the large circle vowel, u the small 
hook vowel, the large hook vowel, etc. Whenever 
it is necessary to distinguish between the combina- 
tions ending in t or d, lengthen the d as noted below 
in sent and send, the line being longer in the latter 
word. 

endwise dreamed commend don't sent send 

eND-W-I-S der-E-eMD com-eND . D-ONT S-eNT S-eND 



r^ 



-*= *z 



177. Combined Consonants TN, DN, TM, DM.— 

The combined consonants tn, dn, tm, dm, with or 
without a short vowel between the two letters, are 
expressed by joining TN and DM without an angle; 
in appearance it is like the letter K except that it is 
always written upwards. With few exceptions the 
vowel between the two consonants is omitted, but if 
it is a long vowel or a diphthong it must be written, 
as in time, deem, dame, etc. 

178. Syllable Name. — In the nomenclature the 
syllables are named by inserting the proper vowel 
sound between the two consonants; thus, tin, ten, 
tan, dom, dum, etc. Whenever it is deemed neces- 
sary to make a distinction between the tn and dn, 
tm and dm, the line for the syllable ending wiih the 
M sound may be made a little longer as in demand 
and temper. 

tender temper demand tenor sudden dental 

Ter-der Tem-per Dem-aND Ten-R S-u-Den Den-Tel 



108 DAY'S STANDARD SHORTHAND 

timid autumn victim maiden time dame 

Tim-id AU-Tum V-i-K-Tim M-A-Den T-I-M D-A-M 



j> 



-£- 



179. Combined Consonant Sounds KW. — As the 
vertical right curve has not been used to express any 
letter it can now be used to express the combined 
consonants KW, represented in the common print 
by qu. The nomenclature for qu is QU, pronounced 
as two letters the same as for CH, SH and the other 
digraphs, 

quick quire queen aqueduct 

QU-i-K QU-I-R QU-E-N a-£U-D-u-K 



I 



L > 



L,. 



180. St and Zd, — The combined consonants st and 
zd are expressed by a short curved line written up- 
wards; it is practically the letter S except as to the 
direction in which it is written. The syllable name 
is Steh. 

stop stick amazed divest past 

Steh-o-P Steh-i-K a-M-A-Steh Div-e-Steh P-a-Steh 







^ ^.. 



■•^r- 



181. To Add to Legibility.— To add to legibility, 
words of short outline, without regard to the number 
of letters in the word, may be written in position, 
the position being determined by the first expressed 
vowel of the word. Words written in position are 
more legible than the same words printed or written 
in longhand, because the exact vowel sound is indi- 
cated by the position it occupies. 



NINETEENTH LESSON J09 

dreamed sent Rand timid print doomed 

der-EMD S-eNT R-aND Tim-id pcr-iNT D-OOME 



r -r ^ 



182. Ses, Sus, Ces, Sys. — The syllables ses, sus, 
sis, ces, sys, or similar combinations of s or z sounds, 
with or without a short vowel sound between, are 
expressed by two S*s written in opposite directions, 
but occasionally it will be necessary, where a vowel 
follows the second S, to represent the syllable by 
by two S's in the same direction, as in cessation. 
The syllable name is Ses. 

passes suspend lenses sister cessation 

P-a-Ses Ses-P-eND L-e-N-Ses Ses-ter S-S-A-shon 

n ^^ ^ f- j 

READING EXERCISE 
To be read and copied five times 



I (0 DAY'S STANDARD SHORTHAND 
Sentences <_ \ £j \ ^ / _^ j L I ' ^ 

— 14 ^n ( t - - . - 

C 1/ C I x ...\ y I Z _* i .^ 

s erf i c J y/ 1 ^!.. ; _.^ r ... 

" * -f • •— ^ c / c -j 



Writing Exercise. — See Budget of Writing Exer- 
cises, Nineteenth Lesson. 

To the Learner. — You must learn every principle 
thoroughly; this we have said before, but so impor- 
tant is the fact that it will bear repeating. Each 
new principle is like the material we get together to 
build a house; without the material you cannot 
build the house; neither is the material of any use 
in the building until it is put together. So it is with 
the art you are learning; the principles presented.in 
each lesson is the material out of which you are to 
build up shorthand. You may know the principles, 
however, and be able to answer every question, tell 
us what to do with the material, but this is quite a 
different thing from putting the material together; 
and this is where the trouble comes in. The learner 
is apt to slight the amount of waiting to be done. 
You 'must not fall into this habit. Do not get dis- 
couraged, but work away. What thousands of others 
have done, even without a teacher, you can do* 
Faithful work, intelligently done, will bring success 
as surely as darkness is dispelled by the morning 
sunlight. 



NINETEENTH LESSON HI 

Questions for Review — Nineteenth Lesson 

(173) What is meant by the term "combined consonants"? 

(174) How are the syllables Def, Dev, Div and Tiv expressed? 

(175) How are the combined consonants Nt, Mt, Nd and Md ex- 
pressed? (176) Give the syllable names of these combined conso- 
nants. How may the one ending in T be distinguished from the 
one ending in D? (177) How are the combined consonants TN, 
DN, TM, DM, with a short vowel between expressed? (178) 
Give the syllable names. How may the syllable ending in N be 
distinguished from the one ending in M? (179) Qu in the common 
print is expressed by what two sounds in shorthand? Ans. KW, 
What is the nomenclature for this combination? (180) How are 
the combined coosonants ST and ZD expressed? Give syllable 
name. (182) How are ahe syllables Ses, Sus, Ces, Sys, and similar 
combinations expressed? Ans* By two S's written in opposite direc- 
tions, called double S. How must the second S be written if it is 
followed by a vowel? Ans* In the same direction as the first S. 
What is the syllable name? 



TWENTIETH LESSON 



COMBINED CONSONANT WORD-SIGNS. — PHRASE-WRITING. 

183. Word-Signs Easily Learned.— The list of 
word-signs presented in this lesson are easily learned 
as the sign representing the word is very suggestive 
of the word represented. In spelling the word ac- 
cording to the nomenclature you fairly pronounce 
the word, and fixing the sign firmly in mind at the 
time of pronouncing, spelling and writing the sign 
will enable you to master the whole list in a com- 
paratively short time. Full directions for learning 
the signs were given in Section 95, and repeated in 
Section 136. 

184. Notes on the Word-Signs. — (a) The word- 
sign attain has the general appearance of the word- 
sign care in the Fifteenth Lesson, but the former is 
more slanting, is always written upward, the vowel 
being placed close against the lower side of the line; 
the placing of the vowel is also the same in the word 
hand. Attainable is expressed by disjoining B. 

(b) N in natural is given, for more convenient 
joining, considerable more slant than usual, and the 
CHel sound less slant. 

(c) The sound Ger (Gr shortened to add R) is 
written nearly vertical, or it may take the left ob- 
lique slant, as illustrated in guarantee. If more 
conveniently written, the slant or curvature of any 
outline, word-sign or word written in full, may be 
considerably varied. 

112 



TWENTIETH LESSON 



113 



185. COMBINED CONSONANT WORD-SIGNS. 



••/^ anticipate-ed-tion 

a 3 -eNT-S 

• acquaint-ed-ance, 
a-K 3 -eNT 

•«•«/■ accept-ed-ation, 

a-K 3 -S 

• acceptable, a-K 3 -S-B 



address, a -der-S 
advance-ed, a-def 3 
agency, A-J 2 -S 
another, a-N 2 -THer 



r 

V 

(■■ 

<4 



'$^- amount, a 8 -eMT 

2*^ : ascertain, a-S 2 -Ten 

%s astonish-ed-ment, 

a 3 -S-Ten 

o^- attain, a 3 -Ten 

...-OL bank, B-aNK 3 

bankable, B-aNK 3 -B 

bankrupt, 

B-aNK 3 -u-P 

banker, B-NG- 3 ker 
bearer, B 2 -R-R 




j*L 



believe, B^L-E 



between, B 2 -Ten 



certain, S 2 -e-Ten 



..^/S.... circumstance, 



S 3 -Ten-S 
I collect-cd, Kel 2 -K 



:.^:.. 



.£L 



collection, 

Kel 2 -K-shon 

convenient, 

con:V 2 -eNT 

convenience, 

con:V 2 -N-S 

...cL^..... consequently, 
r con:S 2 -K-eNT-i 

• y^...... country, K 2 -eNT 

•^"/•••- custom, K 2 -S-Ten 



defendant, Def 2 -eND 
•~^S defence, Def 2 -N-S 



■« '-• demand, Dem 2 -eND 

• .yiL^f... develop -ed-ment, 

Def*-e-I 

•• .^V... differ-ent, I>ef 2 
-»^ differs-ence, Def 2 -S 



U4 



DAY'S STANDARD SHORTHAND 



X. 



difficult-y, Def 2 



<A endeavor, N 2 -Def 

../C_...i. entire, Ent 2 -R 



■•»» estabtish-ed-ment 

. c-Steh 2 -a-B 

*-.«**• esteem, e-S 2 -Tem 



estimate, S 2 -Tem-At 



estimation, 

S 2 -Tem-A-Shon 



...CZ...... evident, e-V 2 -Den 

• t/ evidence, e-V 2 -Den-S 



... find, F*-eND 
•^ fund, F 2 -eND 



...v/^rn.... found-ed-ation, 
* F*-eND 

-M^... frequent, 

' F 2 -R-K-eNT 

...£-/ forgotten, F 2 -G-Ten 



i 



~Y°-~ 



6 

govern-ment, 

G 2 -V 

guarantee, 

Ger 3 -a-eNT-E 



-f~- hand, a s -eND 

>&■•• hundred, u-eND 2 



JX 



n 



J, 

Jk 

k 



v_^-^ 



I 

integrity, eNT 2 -e-G 

indeed, NP-Det 

indebted-ness, N 2 -Det 

indifference, 

N 2 -Def-S 

individual, N 2 -Dcf-id 

indiscriminate, 

eND 2 -i-S-K 

intend, eNT*-eND 

J 
just, J 2 -Steh 

justice, J 2 -Stch-S 

justify, J 2 -Steh-F-I 

L 

jeft-handL-e-F*-aND 

lenient, U-E-N-eNT 

leniency, I^-E-N-S-i 

M 

madam, M 3 -a-Dem 

meantime, Men--Ten 
meanwhile, MenM-L 
mind, MM-eND 
Mr, M 2 -Ster 



TWENTIETH LESSON 



M5 



><*»> Messrs., M 2 -Ses 



■••• Miss, M'-i-S 

Mrs., M'-i-Scs 

N 

■ ■■^ natural, N 2 -a-CheI 

—■^3 necessary, N 2 -Ses 

-^p necessity, N -S-e-S 

^J neglect, N 2 -Gel 

notwithstanding, 

"not" TH-Steh-a 

! objection, 

"object" shon 

— \ objective, 

"object" Tive 

objector, "object" R 



crJ 



obtain, o-B'-Ten 
o'clock, Q-Kel 2 -K 



..O. opinion, 0-P 2 -i-N 

2 



October, o-K ! -T 
P 
-.^J- pardon, P^-AH-Den 



plaintiff, Pel 2 -eNT 
prompt, per'-eMT 



qs. 



V- 

\ 

2 
X 



possession, 

P'-S-e-shon 

propriety, -per-I 
punctual, P 2 -uNK 

Q 
quantity, QLP-eNT 

quarter, QU ] -AW-ter 

quite, IO-T 

quiet, K'-I-T 

R 
rectify, R-K 2 -Tef-I 



representative, 
R 2 -P 



2l 

V 



J 



z... 



right-hand, 

RMt-aND 
S 
seldom, Sel 2 -Dem 

shorthand, 

"short" aND 

sometime, 

"some" Tern 

stand-ard, Stehr-aND 



stenography-er, 

S 2 -Ten-Q 



tenant, Ten 2 -eNT 
telephone, Tel 2 -F-0 



Mb 



DAY'S STANDARD SHORTHAND 



■"*<" temperate-ance 

Tem 2 -per 

^° testify, T 2 -e-S-Tef 

■•^*^" testimony, 

_^ T 2 -e-S-Tem-0 

— *J~ testimonial, 

T 2 -e-S-Tem-L 

^ trust, ter 2 -Steh 

•••^ understand, 

"under" Steh-a 

r> 

■ ■•■^■- understood, 

"under" Steh-u 

■ ~f*s5- unnecessary, u-N 2 -Ses 



■ ■■-.J-- unpardonable, 

u-P 3 -AH-Den 

c w 

want, OO-eNT 1 

•• ••£ went, OO-eNT 2 

^'- warrant, O0 8 -R-eNT 

witness, W 2 -et-N-S 

f yes sir,Y 2 -Ses 

r 

—•■>*: yesterday, e-Ster 2 

...^ yourself, "your" S 



186. Notes on the Phrase-Signs. — To familiarize 
the phrase-signs it is only necessary, with rare ex- 
ceptions, to write one whole line, or two. of each 
phrase, pronouncing the phrase at the time of writ- 
ing it. Write the signs slowly and carefully at .first, 
but increasing the movement of the fingers with the 
repetition of the sign. 

(a) The phrase and-so-fourth (etc.) is a joined to 
S, fourth being expressed by F. 

(b) Carefully note the phrases to-me and to-tny, 
both being- written upwards with more slant than 
the ordinary up-stroke. 

(c) In the phrase at once the circle vowel is writ- 
ten just below T the line. 

(d) In a phrase time is generally written with the 
syllable Tern. 

(e) The phrases to-the and to-a are simply the 
tick for the and a written below the line. 



187. 



TWENTIETH LESSON 
BUSINESS PHRASE-SIGNS 



117 



A- acknowledged receipt 



•<^"> able to 

>.... able to.hvae 
and so forth 
at hand 



h 



.. < ^A* at once 

call attention 



b* 



..z—xC... 



call your attention 



early attention 
fU^^rrrs. early reply 

%^o esteemed favor 

;...SLu esteemed order 

. ■•&.. first time 

IA ,. for instance 

give him 



X^ 



give me, my 



—•£^> hope to have 




1 J8 



DAY'S STANDARD SHORTHAND 



J 

J 



c^ 



to a 
to the 
to him 
to me 
to my 
we believe 



' we take pleasure 

• -VrT- we trust 

■\f we trust that 

• ■■0- you can 



you should 



2: y° ur account 

JL 



• your attention 

• your check 
"% • your draft 



" c )Aq-" your esteemed favor 
...n/r... . your esteemed order 



9 y° ur favor 

<\ your order 



READING EXERCISE 
To be read and copied five times 



_z: 



9 



r * 



m ^ y y? _ v. ^7 



JZTL 



-^ 



-^-^- 



^/^/ 



r /v 



.£. 



>i— ' 



_£C5 uswsi 



7^ 

r- 7 



TWENTIETH LESSON U9 






^ ' =* - * -£-*-£ 



c^ 



7" 



^ 



-— re- 



writing Exercise. — See Budget of Writing Exer- 
cises, Twentieth Lesson. 

Remarks to the Learner. — The act of writing short- 
hand may be said to consist of forming in the mind 
pictures — shorthand characters — of the words 
to be written, then tracing them with pen or 
pencil on the paper. But this tracing must be done 
quickly and without hesitation in forming the pic- 
ture in the mind, and as quickly must the fingers 
move in tracing the signs, a proficiency you can 
readily attain by practice, perseverance, and working 
with the energy characteristic of the ambitious 
student. 



TWENTY-FIRST LESSON 



PREFIXES, 

188. First Syllables.— The first syllable of many 
words, called prefixes, are expressed in shorthand by 
one letter of the alphabet, occasionally by two. The 
expressing of a whole syllable by one movement of 
the pen is a great saving, and the signs representing 
these prefixes must be firmly fixed in mind so that 
when, words are spoken in which these first syllables 
occur the proper sign can be instantly recalled and 
as quickly written. The following prefixes are joined 
to the remainder of the word. 

JOINED PREFIXES 

189. Al and Or. — The prefixes al and or are ex- 
pressed by the vowel A W, is joined to the balance 
of the word as a hook and not as a semicircle, and is 
always written above the line when used as a prefix. 
The nomenclature for these prefixes is al and or. 

almost alternate organ ornate 

al-M-S al-ter-N-At or-G-N or-N-At 



0° I 



Ls* 



190. Be and De. — The prefixes be and de are ex- 
pressed by B and D, that is, omit the vowel. 

betake beware depend depart below 

B-T-A-K R-W-a-R D-P-eND D-P-AHt B-L-O 



12^ 



TWENTY-FIRST LESSON 12 I 

191. Ex. — This prefix is expressed by e and verti- 
cal S, either right or left vertical curve, made about 
one-third longer than the stroke for S. This sign 
can also be used for ex or ix in the middle or at the 
end of a word, as in Dexter and prefix. 

exclaim expose exchange Dexter prefix 

ex-Kel-A-M ex-P-O-S ex-"change" D-ex-ter pre-F-ex 



>? > =* I 



192. For, Fore, Fur. — These prefixes are expressed 
by F, but when the joining is inconvenient the F 
may be disjoined, as in foreground. 

forbid forger foretell furnish foreground 

for-B-id for-Jer forc-"tcll" fur-N-i-SH fore:Ger-OU-eND 

A, £ C U C&0-. 



193. In, En, Im, Em, Un, Followed by a Conso- 
nant, — When the syllables in, en, im, em, un, be- 
ginning words, and followed by a consonant,, omit 
the vowel. 

increase endow impale ember unclasp 

N-K-R-E-S N-D-OU i-Mp-A-L M-ber N-Kel-a-S-P 



± 



194. In, En, Im, Em, Un, Followed by a Vowel. — 

These syllables, beginning words, and followed by a 
vowel sound, the vowel must be inserted; this is for 
the purpose of distinguishing between such words as 
known and unknown, material and immaterial) etc. 



J 22 DAY'S STANDARD SHORTHAND 

innocent enable unable immodest 

i-N-O-S-eNT e-N-A-Bel u-N-A-Bel i-M-o-D-Steh 



195. Sub, Sup, Suf. — These prefixes and the sylla- 
bles cir, ser, sur, spelled differently but pronounced 
the same, are expressed by vertical S, either right or 
left vertical curve, made about one-third longer than 
the stroke for S. These syllables are also written in 
the middle of words, as in preserve. 

The position of words with these prefixes is de- 
termined not by the prefix but by the first voice! 
following the prefix. 

submit supply suffer cerebral preserve 

sub-M-it sup-Pel-I suf-R cer-e-brel pre-ser-V 



H> 



L^.. 



■* -■ ?- 



196. Ul. — This prefix is expressed by the vowel u 
joined as a hook to the following consonant or 
syllable. 

ultimate ultimatum ultra ulster 

ul-Tem-At ul -Tim -A -Turn ul-ter-a ul-Ster 

_ ,.c*Jt. ,. . 



c 



PHRASE-SIGNS. 



197. Notes on the Phrase-Signs.— (a) In a phrase 
other is expressed by THer, omitting the u. 

(b) The frequently recurring phrase do-not is ex- 
pressed by the combined consonants d and n when 
preceded by a pronoun joined to the phrase. We 



TWENTY-FIRST LESSON 



J23 



and you when joined to do-not are expressed by the 
initial hook for these words, each occupying its 
proper position when joined; don't is expressed by 
DeNT. 

(c) To the phrases ending in do not and donH any 
verb may be added if it permits of a convenient 
joining, as I-do-not-think, we-don't-regard, etc 

(d) In order to distinguish you can from you 
could, in the latter phrase the word-sign you is 
inverted. 

(e) When per cent is preceded by a number it is 
expressed by writing the left-hand S close to the 
figure, and when convenient it may be joined as in 
eight percent, five percent, one percent, 

(f ) In a few of the phrase-signs below note care- 
fully the direction of S for as and so, the S being 
reversed. 

198. LIST OF FREQUENTLY RECURRING PHRASE-SIGNS 



.. -Si no other 



I do not 



we do not 




*A 



I do not think 
we don't regard 



J you can 

»• M you could 

..««..( 8 percent 

....%£..£.... 5 percent 

...%■,(..... 2 percent 

...t7.. (..... 4 percent 



J24 



PAY'S STANDARD SHORTHAND 




I am sorry 

....«^ I enclose 

CLJ? 
••■ I regret 









V_f 



-rrf 






^b... 
..^.. 



I shall be pleased 
if you are 
if you will 
in your letter 
in your reply 
of your account 
price list 

• to become 

• to believe 

• to honor 

• to morrow 

• to your account 

• we have received 

• we received your 

favor 

• we received your 

letter 

• we received your 

order 

• we received your 

check 



TWENTY-FIRST LESSON 



125 



READING EXERCISE 
To be read and copied five times 



Nj__f -o 



V 



- t^ ^ /f 



...^ jC 



^ - 



t ^_Z^ : ^ <s ^ ^ Ik; 

2^ > / c < ^Z £ , £_* <■ 



/ 



^ / 



2zi ^z j r^_.k: 



cL 



-2 jl 2: 



?- ^- ^ J ~H 



1Z: 



..4 _^ L/..... =&X_ 

i^. ^^>, L 



^ 



^ L 



Z ^_i c 



^.^ /.^ ^c ^ %_ ^ 



V 



^..il^dL/ 



^ 



= f 



:-TD. 



Writing Exercise. — See Budget of Writing Exer- 
cises, Twenty-first Lesson. 

Remarks to the Learner. — You will notice that 



126 DAY'S STANDARD SHORTHAND 

each advanced lesson presents some new principle 
of abbreviation, some method whereby the words to 
be written are made shorter by the application of 
these principles. In this lesson the shortening 
principle is that of expressing the 'first syllable of 
scores of words by a single inflection of the pen. 
You are interested in fixing these syllables in mind 
so firmly that the instant you hear a word pro- 
nounced where one of these prefixes is the first sylla- 
ble of the w T ord, you can write it without hesitation. 
Are you doing this part of you work as faithfully as 
you ought? 



Questions for Review — Twenty-First Lesson 

(188) What is a prefix? (189) What is the prefix* sign for al 
and or? . Are these syllables joined as a hook or semicircle and in 
what position are they written? (190) What are the prefix signs 
for be and de? (191) How is ex expressed? (192) What is the 
prefix sign for for, fore, fur? (193) When followed by a conso- 
nant how may en, em, in, tm and on be expressed? (194) When 
followed by a vowel how must these syllables be expressed? Ans. 
The vowel must be inserted. (195) How are the syllables sub, 
sup, sur expressed? (196) How is the prefix ul expressed? Is it 
joined as a hook or as a semicircle? (197) How is other in a phrase 
expressed? (b) Do not is expressed by the combination of what 
two consonants? (c) Phrases ending in do not and don f t what part 
of speech may be added? (d) How is you could distinguished from 
you can? (e) How is percent expressed when preceded by a figure? 
(f) In a phrase how may S for as and so be written? 



TWENTY-SECOND LESSON 



DISJOINED PREFIXES. 

199. Disjoined First Syllables. — Another list of 
prefixes, because of their frequent occurrence, is 
presented in this lesson, but the signs representing 
the prefixes are disjoined, and the same, like the 
joined prefixes, must be so firmly fixed in mind that 
the sign can be instantly recalled and as quickly 
written. 

200. Easily Learned. — The prefixes can be easily 
and quickly learned if the pulpil will notice that the 
sign for the prefixes are, with few exceptions, the 
first letter or the first two letters of the prefix. 

201. Position of Words. — When words are writ- 
ten in' position it is the first vowel following the pre- 
fix sign that determines the position, the disjoined 
part of the word following the prefix being written 
near to but not touching the prefix sign. The colon 
in the nomenclature is used to indicate where the 
parts of the word are disjoined. 

202. Ante, Anti. — Expressed by the vowel a writ- 
ten in any position before the remainder of the word. 

antelope antedate antipode Antichrist 

ante:L-0-P ante:D-At anti:P-Od anti:K-R-I-S 



<?/^>. 



«u 



203. Con, Com, Cog, Coun, Accom. — Expressed 
by a small dot placed before the remainder of the 

127 



128 DAY'S STANDARD SHORTHAND 

word; acrom by a heavy dot, the dot being written 
first, the balance of the word following. These pre- 
fixes were also presented in the eleventh lesson. 

converge compile cognate council accomplish 

con:Ver-J com:P-I-L cog:N-At coun:Sel accom:Pel-I-SH 

„_;■___ -~ ,^S .. 1 'D 

204. Circ, Circu, Circum, Self. — Expressed by the 
right-hand S written above and partly over the re- 
mainder of the word. 

circle circulate circumstance selfish 

circ:L circu : L- At circum :S-Ten-S self:i-SH 

>, <l^ j jA. :.L 



205. Contra, Contri, Contro, Counter. — Expressed 
by K. Unless otherwise specified the prefix signs 
are written on the line. 

contrivance contraband control counterpart 

contri: V-N-S contra :B-a-eND contro:L counter: P-AHt 

14k iw: ^ i_ 



206. Decom, Discon, Discom. — Expressed by I). 

decompose discontinue discomfort 

decom :P-0-S discon :Tin-U discom : F-art 

.=.<-, .-^-.^ =_C 

207. Distra, Distri, Distru. — Expressed by D-S. 



TWENTY-SECOND LESSON J29 

distraction district distribution distructive 

distra : K-shon distri:K-T distri:B-U-shon distru:K-Tiv 

*==C-fL =r^ r=*-*=>\ «==«<£ 



208. Electri, Electro. — Expressed by e-L. 

electric electrify electroplate 

electri :K electri :F-I electro : Pel- At 

9^yJ... L^A.. : <ls.....*^> 



209. Enter, Inter, Intro.— Expressed by N writ- 
ten on the line. 

entertain interchange introduce interpose 

eriter:Ten inter: "change" intro:D-U-S inter:P-0-S 



/J... ,:.: ^/ *£=*=} ,/^p 

210. Extra, — Expressed by the right-hand verti- 
cal e-S. This syllable is fully explained in Section 
191, which see. 

extract extradotal extractive 

extra :K-T extra :D-0-Tel extra :K-Tiv 

J...2 , 2r=C_ : : J. J 

211. Incon, Incom, Eflcoip; Encum. — Expressed 
by N-K. The shortenirig of N in certain outlines 
was explained in a previous section, 

inconstant incomplete encumbrance encompass 

incon : Steh-eNT incom :PeI-Et encum :ber-N-S encum :P-S 



-JkC ±^1 •• Jix*.:., ± 



^t- 



\ 30 DAY'S STANDARD SHORTHAND 

212. Intel, Indul, Indol. — Expressed by N written 
above the line, the balance of the word partly under 
the prefix. 

intelligent indulgence indolence 

intel : J-eNT indul : J-N-S indol : e-N-S 

^ ^k ^*d. 



in 



213. Miscon, Miscom. — Expressed by MS. 

misconduct misconstru misconceive miscompute 

iscon:D-u-K miscon :Ster-00 miscon :S-E-V miscom :P-U-T 



^— 7 .,^ t ,...( j ^..4.. 



^Ji\rr... 



214. Multi.— Expressed by M-u, 

multiply multitude multiple multiform 

multi :Pel-I multi :T-U-D multi: Pel multi: ' 'form" 

>-» Z^=z. z~ ^A 



215. Non. — Expressed by N-o, written on the line. 

non-resistance non-metalic non-attendance 

non:R- es-Ten-S non:M-et-L-K non:a-Ten-Den-S 



..^..^ A . ^/^l. 



J> 



216. Noncon, Noncom. — Expressed by N-o, writ- 
ten above the line. 

non-concur non-compliance non-committal 

noncon :K-R noncom :Pel-I-N-S noncom ;i-Tel 



TWENTY-SECOND LESSON 



131 



217. Para.— Expressed by P. 



parable 
para: Bel 



parachute 
para:SH-OOt 



paradim 
para: Dim 



paradise 
para:D-I-S 



218. Recon, Recom, Recog. — Expressed by R. 

reconcile reconsider recompense recognize 

recon :S-I-L recon :Si-der recom :P-N-S recog: N-I-S 



o 



A 



219. Retra, Retri, Retro. — Expressed by Re. 



retract 
retra :K-T 



retribution 
retri:B-U-shon 



retrospect 
retro :S-P-K 



...W?. 



2. 



"=*) 



^ 



220. Super.— Expressed by the right-hand S, 
written on the line. 



supercede 
super :sE-D 



superfine 
syper: F-I-N 

_^f ...,.- 

291. Trans.--Expressed by T. 



transmute 
trans :M-U-T 

_ZI 



translate 
trans :L- At 



supercargo 
super: K-R-G-0 



it 



transpose 
trans ;P-0-S 



— 1 



222. Uncon, Uncom.— Expressed by u-N-K. 



J 32 DAY'S STANDARD SHORTHAND 

unconscious uncontested uncomplaining 

uncon.SH-u-S uncon:T-S-Ted uncom:Pel-A-N-ing 



yh 



X^....^- JL^...^.. 

223. Unrecon, Unrecom, Unrecog. — Expressed by 
iV-B. 

unreconciled unrecompensed unrecognize 

unrecon :S-I-Ld unrecom :P-N-S unrecog: N-I-S 



224. Initial Syllables Preceding the Prefix Signs.— 
Quite a number of prefix signs are preceded by an 
initial syllable, and in the writing of such words tlie 
syllable is simply joined to the prefix sign as illus- 
trated below. 

untranslated self-control disinterested 

u-N -trans :L-A-ted self-contro : L D-i-S-enter:e-S-ted 

z&JL 



225. Word-Signs Used for Prefixes. — Many word- 
signs may also be used for prefixes, the same being 
joined or disjoined, according to convenience; 
among such words are: after, ever, favor, here, out, 
short, ship, no, there, under, where, over, etc. 

Reading Exercise. — In the following reading exer- 
cise, consisting of sentences, the phrase-signs, joined 
and disjoined prefix-signs predominate. 

To be read and copied five times 

' ft2 ===~--^= " > >-— (?>/■ 



(^ 



TWENTY-SECOND LESSON 

e- * 



> 



1 



J 33 



-^=* 



JL 



./T^> J2_^ «_^. 

< A c 



9 ^ « — 

> ^^J^-^u^. ^l C L d:<L?.. L^ 

L/l^ x -^ v ^-^=r- : ^X^ 

^/J. c.-/^^ ^ ^ > > ^ > ^ 

: t 

t/ ...^ 



_2 c- 



'/ 



i- i.. * 

z*_£ v 



1 



£ , 



f 



6: ^ ^ 

5^. 4. \ i ,. 

u f 



J 1^ ° cZ>, 



•/•• 



I 



...1 



^3^1 



^/- 



^ < 

^r f £ £ _ 2... 

-4^ x r/~ 



'-~5 



,a .<3j 



jC 



...<S_ r. fil. 



^ 



{/■■< 



\ 34 DAY'S STANDARD SHORTHAND 

Writing Exercise. — See Budget of Writing Exer- 
cises. Twenty-second Lesson. 

Remarks to the Learner. — You were told in the 
first lesson that the first thing the learner must do 
was to read over the lesson very carefully, and if you 
are following the directions you will be reading 
these remarks before you begin-to study the lesson, 
so you will know just how to proceed, which is as 
follows: Take one section at a time and study the 
principle until <; you know r you know it" and the sign 
firmly fixed in mind, then write each illustrative 
word five or more times, as you have been instructed 
to do, proceeding in the same manner with each 
paragraph and you will be surprised how quickly 
you will master the whole lesson. The mental stim- 
ulus and pleasure you will receive from such faith- 
fnl study and close application to the w T oik in hand 
will b3 an inspiration to more earnest effort in mas- 
tering the principles presented in the next lesson — 
suffix sisrns. 



Questions for Review— Twenty-Second Lesson 
(199) What is the subject of this lesson? (200) With few 
exceptions, what are the signs for these prefixes? (201) When 
written in position what determins the position of the word? Where 
is the disjoined part of the word written as regards the prefix sign? 
What does the colon in the nomenclature indicate? (202) What 
is the prefix sign for Ante, Anti? (203) For Con, Com, Cog, 
Coun? For Accom? (204) For Circ, Circu, Circum, Self? 
(205) For Contra, Contri, Contro, Counter? (206) For Decorri, 
Discom, Diseon? (207) For Distra, Distri, Distru? (208) For 
Electri, Electro? (209) For Enter, Inter, Intro? (210) For Ex- 
tra? (211) For Incon, Incom, Encom, Encum? (212) For In- 
tel, Indul, Indol? (213) For Miscorn, Miscon? (214) For 
Multi? (215) For Non? (216) For Noncom, Noncon? (217) 
For Para? (218) For Recon, Recom, Recog? (219) For Retra, 



TWENTY-SECCND LESSON J35 

Retri, Retro? (220) For Super? (221) For Trans? (222) For 
Uncon, Uncom? (223) For Unrecon, Unrecom? (224) How 
are syllables preceding a prefix sign written? Arts* They are joined 
to the ptefix. (225) Are word-signs sometimes used as prefixes? 
Neme some of them. 



TWENTY-THIRD WESSON 



SUFFIXES 

226. What is Gained by the Use of Suffixes.— 

Words are still farther abbreviated by using signs 
to represent frequently recurring last syllables, 
called suffixes, which method of abbreviation adds to 
legibility, speed and ease of writing. While we 
have included the endings of words under one gen- 
eral name, "suffixes," -many of them could more 
properly be called terminations. Some of the end- 
ings are joined, some disjoined, and in learning the 
signs the pupil should carefully note this distinction. 
Unless otherwise specified, the disjoined endings are 
written in any position, near to but not touching the 
preceding part of the word. 

227. Suffix Signs Easily Learned. — With few ex- 
ceptions, as in the case of the prefixes, the sign 
which represents the suffix is the first letter, the first 
two, or some prominent letter of the termination, 
and if the pupil will bear this in mind it will aid 
him greatly in learning the signs. The time re- 
quired to learn the suffixes is comparatively short, 
but they must be learned perfectly so that when a 
word is spoken in which the suffix or ending occurs 
the sign can be instantly recalled and as quickly 
written. 

228. Acity, Icity, Osity. — Expressed by disjoining 
S above the line. 

vivacity curiosity complicity 

V-I-V: acity K-U-R: osity com: Pel: icity 



A 



136 



TWENTY-THIRD LESSON 137 

229. Astic, Estic, Istic, Ostic— Expressed by ST 
disjoined. 

plastic domestic cabalistic acrostic 

Pel: astic Dom; estic K-a-Bel: istic a-K-R; ostic 



ck - hr 



230. Atic, Etic, Itic, Otic. — Expressed by disjoin- 
ing the first vowel of the syllable and placing it at 
the end of the preceding part of the word; the vowel 
will always be the small circle or the small semicircle 
vowel. 

emphatic cosmetic critic chaotic 

e-M-F:atic K-o-S-M:etic K-R:itic K-A:otic 

«f JLdL Ls _ ^ 

o 

231. Ble, Bly, Bel, BUity.— The first three suffixes 
are expressed by B joined; bility by B disjoined. 
The nomenclature for this suffix is bel (small b). 

sensible fashionable credibility 

se-N-S-bel F-a-shon-bel K-R-ed : bility 

_4^=*. _ _ / _ 1-0 ^-^ 



£= 



232. Bleness, Fulness, Someness, Soever. — Ex- 
pressed by disjoining S on the line. 

teachableness sinfulness irksomenes whomsoever 

T-E-CH:bleness si-N:fulness e-R-K : someness *' whom" : soever 



*2, 



_ 2jL 



J 38 DAY'S STANDARD SHORTHAND 

233. Ception. — Expressed S-P disjoined and writ- 
ten near the preceding part, of the word. 

deception reception perception conception 

D-e: ception R-e: ception perception con: ception 

-° .. i—% ^-£jU=v - ^ kr> _ J~^ 



234. Fore, Full.— Expressed by F joined to the 
preceding part of the word, occasionally, as in law- 
ful, it will be necessary to disjoin the F 

therefore bashful heretofore lawful 

"there' '-fore B-a-SH-ful "here"- << to ,, -fore L-AW;ful 



f- -? 



^2. 



235. Fication. — Expressed by F disjoined. 

ramification modification , specification 

R-a-M-i: fication M-od: fication S-P-S : fication 

^ r ~szjc- ^ r 

236. Gram, Graph, Grim.— Expressed by G dis- 
joined. To graph add i-Kiov graphic, as in photo- 
graphic. 

phonogram autograph pilgrim photographic 

F-0-N-0:gram AW-T-O: graph Pel: grim F-O-T-Orgraph-i-K 

fr^.) _ <-*j ~J __ 6>J 



237. Ography. — Expressed by o-G disjoined. 

cosmography geography typography 
K-o-S-M: ography J-E: ography T-I-P:ograpl 

j^J _ JlA ^U. 



TWENTY-THIRD LESSON 



139 



238. Ington, Ingly. — Expressed by JVG disjoined. 



Washington 
W-AW-SH: ington 



hv. 



Kensington 
K-N-S: ington 



AX, 



Coddington 
K-od; ington 



o> 



:^ 



knowingly 
"know"; ingly 

^:.V 



lovingly 
L-u-V: ingly 

^ 



seemingly 
sE-M: ingly 



A 



L 



239. Ility, Ality, Arity, Erity.— Expressed by dis- 
joining the consonant or syllable immediately pre- 
ceding these syllables. In some words it is better 
to disjoin L in ility instead of the consonant pre- 
ceding it, as in agility and humility. In the nomen- 
clature below the letters "dj" denote that the letter 
preceding is to be disjoined; thus, in the spelling 
Say ^disjoined, P disjoined, etc. 



ductility 
D-u-K:T,dj 

z2^ 



principality 
per-N-S:P,dj 



c,Vi- 



popularity 
P-o-P:L,dj 



prosperity 
per-o-S:P,dj 



-> 



singularity 
S-iNG:L,dj 



liberality 
L-i:ber,dj 



agility 
a-J:L,dj 



- ^ 



humility 
H-U-M:L,dj 



240. Less, Ness. — When not conveniently joined 
less and ness (L S and N S) may be expressed by 
L disjoined tor less, and ?iess by N disjoined at any 
point near the preceding part of the word, as illus- 
trated below. 



140 DAY'S STANDARD SHORTHAND 

masterless thankless plainness badness 

M-a-Ster:less ' 'thank" ; less Pel-A-N;ness B-ad:ness 



A. 



( 



^r 



241. Lessness. — Expressed by Ses disjoined at 
the end of the preceding part of the word. 

lawlessness recklessness thoughtlessness 

L-AW: lessness R-e-K: lessness "thought" : lessness 

^f.1 ^s _ C l. _ _ 



242. Ly.— When it is preceded by a straight line 
consonant, ly is expresaed by a small loop turned on 
the vowel side of such consonants, but on curved 
consonants it is expressed by a small circle, the 
vowel i, although sometimes, for legibility, it is bet- 
ter to express it by Li; however this is rarely 
necessary. 

grimly calmly openly rarely cheaply 

Ger-i-M-ly K-AH-M-ly O-P-N-ly R-a-R-ly CH-E-P-ly 

_i^ ^ ~>- fi_._,. 

243. Ment, Mental, Mentality. — The suffix ment is 
expressed by Men joined, but when preceded by M 
or N must be disjoined. Men is the syllable name 
of M lengthened to add N, Section 128, but used as 
a suffix is called ment. Mental and mentality ex- 
pressed by M disjoined. 

payment raiment moment assignment 

P-A-ment R-A-ment M-O-ment a-S-I-N:ment 



r- 



TWENTY-THIRD LESSON 141 

monumental elemental instrumentality 

Mon-U; mental e-L-e: mental N-Ster-oo;mentalitv 



- — *-~*» ><L ^f ^L 

u 

244. Ology, Alogy, Ological. — The suffixes ology 
and alogy are expressed by J disjoined: for ological 
add i-Kel to the J. 

theology mineralogy pathological phrenological 

TH-E: ology Min-R: alogy P-a-TH : ological F-R-e-N: ological 

kc - ^-i ^f/ -<^z_ 



245. Position. — Expressed by P-0 joined to the 
preceding part of the word. 

exposition disposition opposition indisposition 

e-xposition D-S-position o-position end-i-S-position 

_J^ _ _ ■ ~^> f?_ -&ZL 

246. Scribe, Scription.— In scribe omit R; scrip- 
/ion is expressed by disjoined S-K. 

scribe circumscribe description subscription 

S-K-I-B circum-S-K-I-B D-e: scription sub: scription 



-j^- -^ 



247. Self, Selves. — When used as a suffix self is 
expressed by S joined: selves by Ses. 

himself myself ourselves themselves 

"him"-self "my^-self "our^-selves "them" -selves 



T 



f 



j 42 DAY'S STANDARD SHORTHAND 

248. Ship. — Expressed by SH disjoined. 

lordship ownership courtship ladyship 

"lord":ship 0-N-R:ship K-art:ship L-A-D-i;ship 



tL 



\ (2 n 



249. Tioii. — The suffix tion, pronounced shon, 
but spelled differently as explained in Section 100. 
is expressed by SII made about one-third its usual 
length, but when the syllable is preceded by P or B 
it is necessary to disjoin the shon. 

option corruption adoption ruption 

o-P:shon K-R-u-P:shon a-D-o-P:shon R-u-P:shon 

_ ft ^ ? ^ 

250. Ult. — Expressed by u joined as a. hook to the 
preceding consonant. 

consult adult result insult 

con:S-ult a-D-ult R-e-S-ult N-S-ult 



Jr£L t± 



251. Ulate. — Expressed by the vowel u joined as 
a semicircle, at an angle, to the consonant preceding. 
A syllable following the ulate sign may be joined to 
it, or disjoined if more convenient. The second line 
below illustrates this principle. 

modulate speculate granulate articulate 

M-o-D-ulate S-P-K-ulate Ger-N-ulate R-T-i-K-ulate 



¥ 



j/±. 



TWENTY-THIRD LESSON »43 

speculator inoculated speculative populated 

S-P-K-ulate-R N-o-K-ulate-Ed S-P-K-ulate:i-V P-o-P-ulate-Ed 

-->" - " — -- -?^- - — 

252. Uction, Iction, Ection, Action. — Expressed by 
K disjoined and written near the preceding part of 
the word. 3 

abduction infliction reflection traction 

a-B-D: uction N-Fel: iction R-e-Fel-ection ter: action 



253. Ward.— Expressed by ard joined to the pre- 
ceding part of the word. 

onward leeward reward backward 

o-N-ward L-E-wsxd R-e-ward B-K-ward 



...s^, 



~^- 



254. Word-Signs Used as Suffixes. — Word-signs 
may also be used as suffixes, the same being joined 
or disjoined, according to convenience, as illustrated 
in the following words: 

thereon hitherto herewith Cleveland Newfoundland 



I C s - / 



Reading Exercise. — Many of the suffixes are pre- 
sented in the reading exercise, but the learners 
ability to apply the principles of the lesson will be 
tested in the writing exercise. 



U4 



DAY'S STANDARD SHORTHAND 
To be read and copied five times 



:/a.X*L 



Y, 



j - =C2 ^ C ^... 

C.i.i^ /./ ^ 



J» 



3 

-T-/ — ^y- -£- <r- "rz^:......c^. 

**■ r - £*-£-V — -^ e V- 

^TN 1^3Jl=± C=5 m, 5^. X 

i: .^ C v£_ 



i 



e_^^ 






-^^^. 
* — 



_^f > ^! ^, 



N c— ->£— 



^./^..i. 



*<. 



* / 



-*- v £ -«— r 



„g„. 



"IF 



/ 



TWENTY-THIRD LESSON 1 45 

Writing Exercise. — See Budget of Writing Exer- 
cises, Twenty-Third Lesson. 

To the Learner. — The suffixes presented in this 
lesson will enable you to write, with three or four 
inflections of the pen, hundreds of long words, but 
to be able to do this quickly you must understand 
the principles so well that you can apply them in- 
stantly. There must be no hesitation in writing 
shorthand. Eventually, no mental effort will be re- 
quired to recall the proper outline, but practice is 
necessary to attain this proficiency, the value of 
which is worth all that it costs you in patient, faith- 
ful work. 

Do you feel that you would like to have your 
teacher omit the following questions? or, are you 
anxious to have them asked so that you can show 
him how thoroughly you understand the suffixes? 
What is your answer? 



Questions for Review— Twenty-Third Lesson 

(229) What is gained by the use of suffixes? Ans. Shortening 
of the word to be wrftten. Where are disjoined suffixes to be 
written as regards the preceding part of the word? (227) What 
letters usually express the suffix signs? (228) What is the suffix 
sign for Acity, Icity, Osity? (229) For Astic, Istic, Ostic? (230) 
For Atic, Etic, Otic? (231) For Ble, Bly, Bel? For Bility? 
(232) For Bleness, Fulness, Someness, Soever? (233) For Cep- 
tion? (234) For Fore and Full? Is this sign ever disjoined? 
(23 5) What is the suffix sign for Fication? (236) For Gram, 
Graph, Grim? How is Graphic expressed? Ans. By adding i-K 
to the sign for Graph. (237) How is Ography expressed? (238) 
What is the suffix sign for Ington and Ingly? (239) How are the 
terminations Ility, Ality, Arity, Erity expressed? (240) When is 
it allowable to disjoin L for Less and N for Ness? (241) What is 
the suffix sign for Lessness? (242) When preceded by a straight 



146 DAY'S STANDARD SHORTHAND 

ine consonant how is Ly expressed? How is it expressed when 
preceded by a curved consonant? (243) How is Ment expressed? 
Ment must be disjoined when preceded by what two consonants? 
How are Mental and Mentality expressed? (244) How are Ology 
and Alogy expressed? What is added to Ology for Ological? 
Ans. i-KtU (245) Position is expressed how? (246) What letter 
is omitted in Scribe? How is Scription is expressed? (247) When 
used as a suffix how is Self expressed? Selves, how? (248) How 
is the suffix Ship expressed? (249) How is Shon expressed? The 
suffix Shon is disjoined when preceded by what two consonants? 
(250) Ult is expressed how? (251) Ulate, how? How is a syl- 
lable following the Ulate sign expressed? (252) How are the 
syllables Uction, Iction, Ection expressed? (253) How is Ward 
expressed? (254) Are word-signs ever used for suffixes? 



TWENTY-FOURTH LESSON 



COMMERCIAL WORD-SIGNS 

255. Name. — The list of word-signs presented in 
this lesson we have designated "Commercial Word- 
Signs" for the reason that they are words of frequent 
recurrence in dictation along commercial lines and 
require an abbreviated instead of a full outline. 

The method of learning the signs has already been 
given and it is not necessary to repeat it here, but it 
should be followed in every particular to the end 
that the list may be learned in the shortest possible 
time. It is very easily learned as the outline is very 
suggestive as to the word represented by the abbre- 
viated sign, being, in almost every case, the first part 
of the word, and the first vowel is usually part of the 
sign. Pronouncing the word, spelling it in short- 
hand (the nomenclature), writing the sign at the 
time it is spelled, and filling one, two or more lines 
in your note book with the proper sign for each 
word, will require but a few hours' practice. 

256. Notes on the Word-Signs. — (a) In the no- 
menclature the superior figure is sometimes placed 
with the vowel instead of the consonant, showing 
that the vowel is to be written as indicated, either 
above, on or below the line, the balance of the word 
being written as shown in the outline. 

(b) Words ending in side may, with rare excep- 
tions, be indicated by the left oblique SI as shown 
in decide, reside, outside, etc. 

(c) Many of the words are written in full, and are 

147 



\ A& DAY'S STANDARD SHORTHAND 

not word-signs properly so called, being presented 
because of their frequent recurrence. 

(d) In writing D, T, M, be careful that you do 
not give these letters a curved form; they rrtust be 
straight lines. 

(e) Many derivitives are formed from the word- 
signs by simply adding a letter or syllable; thus, to 
examine add short for examination; to especial add 
ly for especially; to request add ed for requested; 
to responsible disjoin B for responsibility . 

Remarks.— It is not absolutely necessary to learn 
all the word-signs of this lesson before taking up the 
next; however, we do not advise this method of pro- 
cedure. The list contains only two hundred and 
sixty-nine words, and as these must be learned there 
is nothing gained by putting this work aside and 
taking it up later after you have learned something 
else: the better way is to "do it now." 

In learning the signs the frequent repetition in 
the writing of the same is not simply that you may 
know how to write them, nor that you may be able 
to write them accurately, but in addition that Jyour 
fingers may have the drill necessary to write them 
both rapidly and well. 

257. COMMERCIAL WORD-SIGNS. 

A 
- •••" iiS - ability, a 3 -Bel 

able, able-to, A 2 -Bel 

absent, a 3 -B-S 



■ A- accordance, a-K 3 -R 



....\<?rr\ accomplish-ed 

accom : Pel 2 

£^ according-ly, a-K 3 -R 

1. 



•• account, a-K 2 -T 
• admit-ed-ance, 



-M 3 -it 



TWENTY-FOURTH LESSON 



«49 



•/ advice, advise-ed 

r a-V 3 -I-S 

>% against, a-G 3 -N-S 

almost, AW'-M-S 



»! always, AW-W 2 -S 

<.q/\. ... .. among, a-M 8 -NG 

....ifcu. answer, a-N 2 -S 

...^\^ anywhere, N 2 -e-W-a 



application, 

a 3 -P-L-shon 



.....^^T.... appoint-ed-ment 

a 8 -P-eNT 

^7- article, art-Kel 8 



^ association, 

a 2 -S-A-shon 



3^4 attention, a -Ten-shon 

i. August, AW-G J -S 

....C7* behind, BM-eND 

...^tt^.... benefit, B a -N-F 

.^rv^r...., benevolent, B 2 -N-Vel 

S beside, B^S-I 

.S7^r*^s.. billed, build, built, 

B*-eld [or elt] 



V bring, berM-NG 

C 
^A cancel, K 8 - -N-Sel 

ks.— capable-ility, K 2 -A-B 

J careful-ly, K 3 -a-F 

4^ catalogue, K 3 -a-Tel 

<(•• certificate, cerVTef 

J character, K 3 -a-K. 

J) 

W .... clerk, Kel 2 -R-K 

»\ collateral, Kel 3 -a-trel 

.^ communicate-ed 

i- 

....... .^: concern, con:cer 2 -N 



com:N 2 -K-At 

communication, 
com : N 2 -K-A-shon 



£ 



■■■} 

4 

„•(...... 



conclusion, 

con:Kel 8 -shon 

confirm, con:F 2 -M 



consequence, 

con:S 2 -e-K 

consideration, 

se-deH-A-shon 

constant, 

con:Steh -e-eNT 

construction, 

coniStei^-shon 



150 



DAY'S STANDARD SHORTHAND 



correspond-ed-ence, 
K^-R-S 

correspondent, 
\ K^R-S-eNT 

cost, K^Steh 

■ C^f course, K 2 -R-S 

•£-* credit, K 2 -R-e 

■jLsWw. credited, K 2 -R-e-ted 
custom, K 2 -S-Tem 

_p D 

^>->- December, D 2 -e-S 

decide, D-S J -I 

& delay, Del 2 -A 

depart-ed-rrtent, 

"^ D 3 -P-AHt 

^77~?> desirable, D-S ! -B 

desire, D-S 1 

• desirous, D-Ses 1 

*«.... determination, 

D-ter 2 -Men-shon 

disadvantage, D-S 2 -J 

disappoint-ed-ment, 

D-S 2 -P-eNT 

-f 

discount, D-i-S 1 




discharge, D^S-CH 3 

...N distinct, D^Steh-iNK 

distinguish, 

D^Steh-NG 

h draft, der-a-F 

&*~<£... electric, e-L 2 

& — (•• ••• electricity, e-L 2 -S 

— <y- enclosure, 

r N 2 -Kel-Zher 

**-•. endorse, N^der-S 

...<S/^ enough, N 2 -u-F 

^r>. especial, e-S 2 -P 

.....T. etc., and-S 2 -F 

examine-ed, ex 2 -a-M 
Up,., ...-.MP-L 

-/ " Ch " ,2t - "'" CH 

.s—^ excellent, ex 2 -L 

■>U*v.... expect, ex 2 -P 
...2^*.... except, ex 2 -e-P 
...2-^. exercise, ex 2 -R-S 



TWENTY-FOURTH LESSON 



151 



1- 

&~ 

c... 

■{■■ 

....£,... 

-■£ 

■4 

f- 

...A... 

t 

b- 



explain, cx 2 -P-L 

explanation, 

ex 2 -P-L-shon 

express, ex 2 -per 

F 
far, F 3 -R 

failure, Fel 2 -R 

favorable-y, F 2 -A-B 

February, F 2 -e-B 

forever, F 2 -V 

friend-ly, F 2 -R-e 

forget-ot, F -G-T 

furnish, F 2 -R-i-SH 

future, F 2 -CHer 

Q 
general-Iy, G 2 -e-N 

grocer, Ger 2 -S-R 

grocery, Ger^-S-R-i 
H 

handle, a 3 -eND-L 

happen, a 3 -P-N 

hardware, 

AH 2 -ard-W-a 



r 



,^>. 

X 



"3 



*K 



X- 



1 



^1 



hereafter, R -a-F" 

hereby, R^B-I 

heretofore, RMo-F 

hesitate-ed-tion, 

e-Z*-i-.tet 

house, OU 2 -S 

household, 

, OU 2 -S-0-eld 

improper-criety 

M*-per 

inability, N 3 -a-Bel 
inasmuch, N^S-CH" 
inclose-ed, N 2 -K 
inclosure, N 2 -K-Zhei 



inconvenient, 

incon:V 2 -eNT 

inconvenience, 

incon:V 2 -eNT-S 

indorse, N 1 -der-S 



infers, inference, 

N J -F-b 

influential, N 2 -SHel 
inform-ed, N J -F-R 
information. N 1 



152 

■$ 

-i. 

<{ 

■4 

...a. 

a 

>&* 

£.. 

,A. 

::£:: 

:i: 

■>•••• 
■■&■■ 

L 



DAY'S STANDARD SHORTHAND 

J- 



nquirc-y, N 2 -K-I 

nstruct-ed, N 2 -Ster 

nsist, N^Ses 

nsure-ance, 

N 3 -SH-00 

ntelligent, intel:J 2 

ntelligence, intcl:J 2 -S 

ntelligible, 

intei:J 2 -Bel 

ntend, cNT 2 -e-eND 

merest, N 2 -e-Steh 

nvestigate-ed-tion, 

N 2 -V-Steh 

nvoice, N 2 -V-S 

rregular, i-R-G 2 

ssue, i-SH^U 

J 
January, J 3 -a-N 

jobber, j!-o-ber 

judgment, J 2 -J-Ment 

July, J 3 -L-I 

just, J 2 -Steh 



kind, KM-N 

- knowledge, N 2 -J 
L 
last, L 3 -a-S 



>r^Sr^.„ learn-ed, L 2 -c-R 
•^ legal, Li-E-Gel 



liberty, L 2 -i-ber 

list, LM-S 

little, L 2 -et 

M 
machine, M 3 -a-SH 



"y^L machinery, M 3 -a-SH-i 



.^Z. manifest-ed, 

r Men 2 -F-i-S 

.^j.. manufacture-ory, 

Men 2 -U-F 

..^^... March, M 3 -AH-CH 

.•^£~ market, M 3 -AH-K-T 

million, MM-L 

..^\^. y . misfortune, 

J^£ M 2 -S-F-R 



mistake, MM-S-T 
.^..-iJ- mortgage, MVR-G 



TWENTY-FOURTH LESSON 



153 



1 



near, N*-E-R 

negotiate, N 2 -G-SH 

negotiation, 

N 2 -G-S-A-shon 

neither, N^E-THef 

nevertheless, 

. N 2 -V-L-S 

New York, N 2 -OOK 



-f^C next, N 2 -ex 

... note, N 2 -Ot 



-r 



November, N 2 -0-V 

O 

obligation, 

o-B 2 -L-shon 

oblige-ed, 0-B 2 -L 



• • observe, o-B-ser 2 -V 
j- occasion, o-K 2 -shon 

o 

<~* occur-red, o-K 2 -R 

S; occurs-ence, o-K 2 -R-S 

—CJ?- only, O-NMy 

ordinary, AW-ard 1 

outside, T*-S-I 



1 p 

...<^r.. .. pecuniary, P-K 2 -N 



<t 



perform-ed-ance 

per 2 -F-R 

people, F-Pel 



V- person, per 2 -S 

> personal, per 2 -S:L,dj 

■•- possibility, P ] -B 



V>- - present-ed-ation, 

K per 2 -S-eNT 

>^ presume, per 2 -S- -M 

price, perM-S 

privilege, per 2 -Vel 

profit-ed, pcr'-F* 

promise-ed, 

per ] -o-M-S 

proportion, 

R pro 2 -P-R-shon 

rapid, R 3 -P-id 



£ 



v^ 



^-^..... rather, R-a-THer 



receipt, R-S'-E 

■ ..>-rf. receive, R 2 -e-S 

>-?<?».... recommend-ed-ation, 
recom:e 2 eND 



154 



DAY'S STANDARD SHORTHAND 



• ■•/ refers-encc, R-F 2 -S 

J regret, R-e-G 2 

...SwPrrT....- remain, R 2 -e-Men 
..__^... remark, R 3 -e-M 



^ 



remarkable, 

R 3 -e-M-AH 

remit-ted-ance, 

R [ -i-M 

repeat-ed-tion, 

Ri-P-Et 



^r^D report, R 2 -P-0 

-c/ require, R-e-K 2 -I 



request, R-e-K 2 -S 
reside, R-S-I 1 
respect, R 2 -S-P 



.^Tkrp...., respectful-lv, 

( ' R 2 -S-P-F 



..fc\. 



t 



■}■ 



...£°; 



<9 



respond-s-sible, 

R-S^P-o 

retain, R 2 -e-Ten 

S 
sample, sa 3 -cMp-L 



J 



satisfy-ied-tory, 



} 



..IS... 



J 



sa»-T-S 



<n 



satisfaction. 



>--3 



sa 8 -T-shon 



Saturday, sa 3 -T 

September, S*-e-P 

several, S--e-V 

single, S--i-NG 

singular, S 2 -i-NG-R 

society, S 2 -S-I 

someone, 

sii 2 -M-OON 

somewhere, 

su 2 -M-\Y-a 

state, Steh 2 -At 

statement, 

Steh 2 -A-Ment 

stock, Steh -o-K 

subjection, S 2 -J- 

success, S 2 -u-K 

successful, 

S 2 -u-K:F,dj 

suggested, S 2 -G-' 

suggestion, S 2 -G-sh«»n 

superintend-ent, 

super: N 2 -Ten 

supply, sup'-Pel-I 



TWENTY-FOURTH LESSON 



155 



^~I> suppose, sup 2 -P-0-S 

^_ surprise, sur 2 -per-S 

T 
^ taken, T 2 -A-N 

*$• terms, ter'-M-S 

or?. territory, ter 2 -e-T-0 

C^ thereof, THer 2 :of 

.(..V thereto, THento 

.....V therewith, THer: with 

d trade, ter 2 -Ad 

...ttttJ. trar.sact, trans :a-K 8 



-■•J- trans 

• £--.. transfer-red, T 2 -F-R 



saction, 
trans:a-K 3 -shon 



..-rrr.^ss. transport, trans : P 2 -art 



-r.^T7r»r^... transportation 

trans : P 2 -art-shon 

.«nG^ Tuesday, T 2 ^U-S 



ultimo, ul-T 2 



• ^/C unavoidable, 

u N 2 -V-OI-D 

•<-^ unaware, u 2 -N-a-W-a 



..<z^... 

-^ 

..c^y.... 



..e£?.. 



A- 



-f 

.£... 



.v«_^.. 



v^ 



*( 



-V- 



undertake, 

"under"-T-A 

undoubtedly, 

N 2 -D-OUt 

United States, U 2 -S 

unknown, u 2 -N-0-N 

unless, u 2 -N-L-S 

unsettled, N 2 -S-e-Tel 

unusual, N 2 -SHel 

upon, u 2 -P-N 

upward, u 2 -P-ard 

V 
valuable, Vel 3 -B 

various, Ver 2 ~A-S 

versus, Ver 2 -Ses 

vicinity, V*-i-S-N 

W 
warehouse, 

W 2 -a-R-OU-S 

Wednesday, 

W 2 -e-N-S 

week, W ] -E 

whatsoever, 

" what": soever 

whether, W*-e-THcr 



156 



DAY'S STANDARD SHORTHAND 



-.«So. whereof, 

W*-a:"of%dj 

• •«? — whomsoever, 

, 4 'whom' V: soever 

•"*£• wisdom, Z?-Dcm 



.^t.. 



withdraw, 

"with"-der-AW 

workman, R-K 2 -Man 



^— • workmen, R-K 2 -Men 
.■ c yi.. wonder, OO s -N-der 
written, R 1 -i-Ten 
wrong, RLNG 2 



READING EXERCISE. 
To be read and copied five times 



°^ 



^Zjjl 



si. 



^£ s / ? v / 



< fi- 



y-J^/Jt 1 / ^ X 



6 



L> ^ L> lH Ch 



hh£ 



— V-^- 



-f- ^p- 






,^~ 



■p 



=1* £ «/_ ^ 



TWENTY-FOURTH LESSON 157 



ys.9,1- ^ .„ c 3 ^ ) ( ~ji- 

^ ==* - -£ ? -3 £ ^^ fc -^ 



Writing Exercise.— See Budget of Writing Exer- 
cises. Twenty-fourth Lesson. 

To the Learner. —You should aim to acquire a 
good knowledge of the English language. Remember 
that you have to deal with words from the day you 
begin the study of shorthand, and the necessity of 
your becoming familiar with the words, their mean- 
ing and use. is evident. Always have a dictionary 
at hand and consult it for all words, the spelling or 
definition of which you are not familiar. Thorough- 
ly master all the elementary principles; if you have 



J58 DAY'S STANDARD SHORTHAND 

not done so, go back and study the lesson again. 
Do not let a day pass without adding a few words to 
your shorthand vocabulary. Write legible short- 
hand and endeavor to become so familiar with your 
own notes that you can read them as readily as long- 
hand. You should be able to write a good business 
letter in the line of business in which you are en- 
gaged. Confidence in your ability to write as fast 
as the matter is dictated to you, to read your notes 
readily when called upon to do so, and to know that 
you can transcribe the same upon the typewriter, 
correctly and quickly, will relieve you of the nervous 
strain that is always the result of lack of confidence 
in your ability to do whot is required of you. Be 
the master of the situation — be a good stenographer. 



TWENTY-FIFTH LESSON 



OMISSION OF VOWELS. — OMISSION OF CONSONANTS. 

Remarks. — The principles presented in the pre- 
ceding lessons, thoroughly understood and put into 
sufficient practice, will enable you to take office dic- 
tation at a speed that will satisfy the most exacting 
employer. Further sources of brevity consists of 
omitting vowels and consonants, but to what extent 
this may be carried without endangering legibility, 
cannot be stated: much will depend upon the 
learner's ability to read words from the consonant 
outline only, the vowels being omitted, and in many 
cases some of the consonants as well. 

25S. Omission of Vowels in the Pitmanic Systems. 

— The vowels in any of the Pitmanic systems are 
disjoined dots and dashes, not one in a thousand 
being inserted, the word being determined by the 
consonant outline and the position of the word. The 
position being determined by the vowel, if it has 
but one, and by the accented vowel if it has more 
than one vowel. 

259. Omission of Vowels in the Standard System. 

— The same system of abbreviation may be used by 
Standard writers, however we do not advise it to the 
same extent, but we do advise the omission of 
many vowels, but no general rule can be formulated 
for this purpose. You might begin these omissions 
by leaving out some of the medial vowels, but writ- 
ing the vowel if the word begins or ends with one. 

159 



160 DAY'S STANDARD SHORTHAND 

Many words are more easily written by writing 
the vowels than by leaving them out; thus, Dick, 
deck, lack, whiff \ and scores of other words are 
quicker written with the vowel than without. 
Hundreds and hundreds of words may be written by 
inserting only one or two vowels, and hundreds of 
others without a single vowel, writing the conso- 
nants only. The following are illustrations of such 
words: 

fence suffer gem lesson cover 

F-N-S suf-R J-M L-S-N K-V-R 



Jk __l-* l^ -2r2£ 



finish Jackson build summer car 

F-N-SH J-K-S-N B-eld S-M-R K-R 



4- 



JL 



If no vowels are inserted, write the word in the 
second position. You will have to use your owli 
judgment in regard to the omission of vowels beyond 
the suggestions given above; however, the more you 
write shorthand the more vowels you will omit, and 
it is only a matter of time when you will read short- 
hand from the general appearance of the outline the 
same as you read printed words. 

260. Omission of Consonants. — A general rule for 
the omission of consonants w.ould be: Omit any 
consonant that is not distinctly heard in ordinary 
pronounciation, or such as would, if inserted, pre- 
vent an otherwise fluently written outline. 

261. A Few Rules. — A few specific rules for the 
omission of consonants are as follows: (a) D may 
be omitted when immediately followed by M, V or J. 



TWENTY-FIFTH LESSON 16! 

admit adjudge advocate admire advice 

a-M-it a-J-u-J a-V-O-K-At a-M-I-R a-V-I-S 

-y-- f -f- ^~ -£— 

(b) T and D may be omitted when final and not 
listinctly sounded. 

cold perfect defect inspect round 

K-O-L per-F-K def-e-K N-S-P-K R-OU-N 

Ca^_ ^ s._ \p ^kz\ ^ Z> 



(c) R may be omitted when immediately preceded 
by the vowel AH and followed by K or any straight 
line consonant. Omitting of R as noted above is in 
accordance with the manner which many persons 
have of slighting the sound of R. 

lark army starch park charming 

L-AH-K AH-M-i Steh-AH-CH P-AH-K CH-AH-M:ing 



■^— ^- -f -^ 



(d) When the sound of W is not the first letter in 
the word it may frequently be omitted. 

equally equip acquire anguish sanguine equipoise 

E-Kel-i e-K-i-P a-K-I-R a-NG-i-SH S-a-NG-N e-K-P-OI-S 

— -^ - ir— V"~ \r ^~ 

(e) When R is the last sound in a word and pre- 
ceded by the diphthongs I or U, the R may be 
omitted. 



J 62 DAY'S STANDARD SHORTHAND 



require inquire perspire procure secure 

R-e-K-I N-K-I per-S-P-I pro-K-U S-e-K-U 



^ . _ £ 



**r -X i 



(f ) When war and wot begin words, and ind, e/nd 
and iVare preceded by initial W, the IF may be ex- 
pressed by the vowel 00. 

war worthy window warrant wonder 

OO-R OO-R-TH-i OO-eND-O OO-R-eNT OO-N-der 



262. Abbreviating Words in General. — The learner 
need not confine himself to the omission of vowels 
and consonants as outlined in this lesson, but he can 
omit them to any extent that will not endanger legi- 
bility, but to what extent this can be done can be 
determined only by practice and his ability to read 
words by the aid of the context where the outline of 
a word is incomplete. In many words where the 
first two or three syllables are written in full, that 
is, all the vowels and consonants inserted, the bal- 
ance of the word can be omitted or materially abbre- 
viated. The following are illustrations of this 
method of abbreviation. 

metaphysical equivalent breakfast Pacific 

M-e-T-F-i^S e-K-i-V ber-i-K-S P-S-F-K 



■/- - r 



Reading Exercise. — The separate words in the 
reading exercise are written in accordance with the 
abbreviating principles presented in the lesson. 



TWENTY-FIFTH LESSON 



U3 



READING EXERCISE. 
To be read and copied five times 



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c 



+ 4 



t :? 



cZ 



4- 



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C 4 -y 



V 



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^1 



^ 



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.(^ *f 



£^ 



r 



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C 1 



i- ^ £=^£ 



-^^ ...x i>!_* >y 

-^ ^ ;^-4 

< x^ .^ m t Z..fc 



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£L 



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...C, 5 L 



Z £...-Z... 

- t £- 



J 64 DAY'S STANDARD SHORTHAND 



I / ^-Q_^ 9 ( i^ 9 



7 

Y ._(. 1 j^i at 



£ *Z—dL -^t. "~"/ c^, v ^ c^._ 



^ 



A 



tT" „ — = • • * ^ 



Writing Exercise.— See Budget of Writing Exer- 
cises, Twenty-fifth Lesson. 

To the Learner. — "The mastery of any art as a 
whole must be built upon the separate mastery of 
each of its several parts." We do not know of 
another sentence that expresses so fully the idea we 
would impress upon you — the necessity of knowing 
thoroughly the principles of the system you are 
studying. Each and every part of the lesson must 
be known as well as you know your shorthand alpha- 
bet. If you are not able to tell the sum and sub- 
stance of each lesson, answer every question, write 
every word and phrase sign — if you cannot do all 
this you may safely conclude that you have not 
mastered the lesson, and that it is necessary for you 
to go back and study it again . In this respect there 
must be no trifling with the work in hand, for "the 
mastery of each of its several parts" is the founda- 
tion upon which success depends 



TWENTY-FIFTH LESSON 165 

Questions for Review — Twenty-Fifth Lesson* 

What is the subject of this lesson? (259) In beginning the 
omission of vowels which ones are suggested to omit first? In 
some words, although not needed for legibility, why is it better to 
insert the vowel ? Arts, The word is more easily written. May 
the vowels sometimes be omitted entirely? Where all the vowel s 
are omitted how can we tell what the word is? Ans. By the con- 
sonant outline. When all the vowels are omitted in what position 
is the word written? Arts. On the line. (260) What is the gen- 
eral rule for the omission of consonants? (261, a) D may be 
omitted before what three consonants? (b) When may T and D 
be omitted? (c) R may be omitted preceded by the vowel AH 
add followed by what consonants? (d) When may W frequently 
be omitted? Arts, When it is not the first letter of the word, (e) 
R may be omitted when it is the last sound in the word and pre- 
ceded by what two diphthongs? (f) When mar, ind, end and N 
are preceded by initial W how may W be expressed? In addition 
to the rules given for the omission of vowels what is a more gen- 
eral rule? Ans. Write in full the first two or three syllables, 
leaving out the balance of the word or materially abbreviate it. 



JUL 31 1S13 



